Jump to content

Max

VIP
  • Content Count

    153
  • Joined

  • Last visited

  • Days Won

    7

Max last won the day on April 15 2010

Max had the most liked content!

Community Reputation

39 Respected

Profile Information

  • Gender
    Male
  • Exams
    May 2009
  • Country
    Germany

Recent Profile Visitors

4,749 profile views
  1. Even though it is not recommended, you can write your EE in a subject you don't take (i.e. English A1 in your case). Just ask your IBC and see what he/she says.
  2. Depends on how you define things. If you talk about water you can make the distinction between drinking water and sea water; the former is scarce because it had to be processed by machines made by resources, while the latter could be considered abundant because about 71% of the earth's surface consists of water. Education and bicycles are goods and services, meaning that resources were required in order to produce/design them; as such they are considered scarce. Similar concept with money: if you're talking about the number of notes and coins existing in an economy, then yes, money is scarce - it required resources to be made. If you're running out of time you could consider time being scarce. However, if you have a year until your IB exams, you may consider time until that event being abundant. Bear in mind that, unlike water, time is neither a good nor a service, so it's up to you, I'd say.
  3. We were told that it doesn't matter what audience you choose, as long as you clarify it in your rationale. However, I don't think "anyone who would like to read a written task that creatively conveys a theme from the novel in the form of a police statement" is a target audience that most examiners will give you high marks for...
  4. It is a good idea to focus on 2-3 works for your paper 2 - that's what I did (I started preparing the night before the exam though, not in IB1 ). However, you never know which works your IOC is based on, unless your teacher is nice and tells you. Also, if you get questions on paper 2 that are completely irrelevant to the works you chose (shouldn't happen, but it can, as my German A1 P2 showed), you'll have a problem.
  5. You might be right, but in my opinion it's still easier to use dystopian novels in which the struggling character and the themes he/she is associated with are obvious
  6. I haven't applied to any German universities, so all I know is that they do not accept Math Studies and you have to either have a science or math at HL (judging by your subject combination, you should be fine). In case you want to pursue a degree taught in German, you have to prove that you're fluent enough. Bitte helft mir/Bitte helfen Sie mir (latter is formal)
  7. Well, the key is to understand the criteria; I'll briefly explain how to score high marks in them. Criterion A: Understanding & comparison of the text (P1) / Response to the question (P2) This is quite straight-forward, but most difficult to attain high marks in. For paper 1, you should find as many aspects as you can to compare in detail, i.e. explain them as much as you can and give examples! Make sure the examiner will understand to what extent the aspect you mention is different or similar for both texts. Quote the part of the text that is relevant to the aspect and explain in what way it is relevant. If you cannot explain an aspect, don't even bother mentioning it - it'll just show the examiner that you do not understand that part of the text. For paper 2, make sure you understand the implications of the question! You should be aware of what the question wants from you - do not answer anything the question doesn't state! I'll give you an example using the May 2009 paper (I chose this): There was a question on paper 2 that asked how outsiders who struggle against rules or inflexible social systems illuminate themes in the texts. It was worded in such way that it was extremely tempting to only explain which outsiders struggle in what ways, leaving out the explanation as to how these characters enhance a certain theme. If you make a mistake like that, you are certain to lose quite a few marks in this criteria since you did not fully answer the question. Make sure that the novels you choose for a question are appropriate! For this example, dystopian novels like "Brave New World", "1984" and "The Handmaid's Tale" are extremely appropriate, whereas "The Great Gatsby" or "A Streetcar Named Desire" are not. Criterion B: Presentation It is very easy to score highly here. Basically, don't let your essay look like it was written by an idiot. Make an outline in beforehand, indicating what you are planning on talking about in every paragraph. You can then add arguments and examples to the point you're making in every paragraph, but this is not necessary. I, for example, left out my arguments and examples in my outlines and just made them up while I was writing. It is important to have an introduction with a thesis statement! It doesn't have to sound super-professional, but for paper 1, write a sentence about the topic common to both texts and in which aspects they differ. For paper 2, this obviously depends on the question you choose. Ensure to keep a balance between both texts (P1) and both novels/plays (P2) in every paragraph! Don't write four sentences about the first text and then only add one about the second. It is expected to use good transitions between paragraphs (e.g. "Another important aspect is ...") from HL students, so make sure you use those as well! Make sure you use words such as "however", "moreover" and "furthermore" to make your essay flow. It is also highly appropriate to use contrasting words/terms, such as "on the other hand". Do not make your paragraphs too long! If you have to, split it up into two paragraphs, but only at a point where it is appropriate! Lastly, have a conclusion that nicely sums up the points you are making. Even though it is not part of the assessment criteria, try to make your writing as clear as possible; if you have to cross out something, try to do it nicely. People (and thus examiners) tend to be (unconsciously) biased by the way something was written and is presented, so an essay that could easily score full marks could get less than what it deserves if it looks like the pen was leaking all over the place! Criterion C: Language How to score highly in this criterion is pretty obvious. Make sure you spell everything correctly and that you use correct grammar! Plan your essay in such way that you have 10-15 minutes at the end to read it again and eventually find and correct mistakes you made while writing it (I usually notice a missing word or a missing letter at the end of a word ). Your vocabulary is expected to be highly appropriate, i.e. if you have a broad vocabulary, make sure to use it! If the question asks about how the setting enhances understanding, use words/terms such as "dilapidated" or "urban decay" when talking about "1984", for example. Ensure that you do not keep repeating any words - e.g. do not use "moreover" in every sentence, as this will sound boring and monotone. Just keep practicing and eventually you'll get into the 7-band! I hope this was helpful; I followed all of this and kept getting 26-30 in all of my essays Good luck!
  8. haha, I agree with Hien! Candidates or examinees is less misleading
  9. I suppose the problem is that your link doesn't end in something like .jpg or .png. Upload the picture to imageshack.us, use the direct link (should end in .jpg) and try again
  10. Here's the solution: I just took the logarithm of both sides and then just applied the rules of logarithm to everything
  11. I never skipped any classes, even though quite a few of them were pretty useless - especially towards the end of IB2. In my opinion, the teacher gets a better impression of you if your attendance is almost impeccable and so he or she will be inclined to give you better predicted grades, which usually are quite important for applying to universities. If you really must skip a class to do work for another subject, just talk to the teacher. Some of mine were quite accommodating and let students prepare for their orals for another subject.
  12. Unfortunately your theory is flawed. You clearly didn't consider how the poly- and disaccharides are being broken down - usually this is done by enzymes. Sucrase breaks down sucrose into fructose and glucose (not maltose, as you mentioned) and lactase breaks down lactose into galactose and glucose. I don't know if E. Coli produces sucrase or lactase, but I read that it was once believed that E. Coli produced the latter in the human gut - that turned out to be false though. Nothing should therefore happen with sucrose and lactose due to the lack of specific enzyme. If, however, sucrase is present, the fructose that results from the breakdown of sucrose will probably have the same effect upon the growth of the bacteria as glucose: As you can see, fructose(-6-phosphate) is an intermediate in glycolysis. If fructose is provided directly, the conversion of glucose to fructose would not have to occur, as it can be phosphorylized directly and hence the rate would be similar to that with glucose. This would, however, depend on the conditions sucrase is exposed to.
  13. Yes, but only if they are relevant to a certain claim/argument you make. I used a picture for my essay and placed it in the appendix.
  14. Das ist aber ungerecht! Why is it like that? Fewer people take German A2 and usually those who take it are pretty much fluent. If the grade boundaries from English A2 were used, far more people would get 7s than the IB wants to.
  15. That depends on the school. We got them with our report cards at the end of every semester (i.e. twice a school year), but some schools give out grades more frequently.
×

Important Information

We have placed cookies on your device to help make this website better. You can adjust your cookie settings, otherwise we'll assume you're okay to continue.