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  1. In general, Applications and Interpretation covers a broad range of materials, but Analysis and Approaches covers a narrower range in greater depth. Below lists the main topics in each course, by color code from 2014-2020 syllabus Studies, SL and HL (including Further HL). New topics are italicized. HL includes all SL topics of the same course. Common topics in all new Math courses: Algebra: scientific notation, arithmetic/geometric progression, compound interest, annual depreciation, exponents/logarithms Functions: lines, graph of a function, domain/range, definition of inverse, identifying extremas, intercepts, symmetry, zeros, asymptotes Geometry/Trig: distances and midpoints, volume and surface area of solids, angle between 2 lines or line and a plane, solving triangles, angles of elevation/depression, bearings, arcs/sectors Stats: sampling, outliers, data presentation (tables, graphs, central tendency/spread, cumulative frequency, box and whisker, model class), linear correlation of bivariate data, Pearson's correlation coefficient, scatter plot, equation of the regression line of y on x (y given x), Probability: complements, Venn/tree diagrams, combined events, conditional probability, discrete random variables and expected value, binomial/normal distributions Calculus: increasing/decreasing functions, calculus of polynomials, tangents/normals, solving simple ODE with a boundary condition, definite integrals, first derivative test, optimization Topics in Applications and Interpretation SL and HL: Algebra: amortization and annuities Functions: modelling Geometry/Trig: equations of perpendicular bisectors, Voronoi diagrams Probability/Stats: Spearman's rank, null and alternate hypotheses, significant levels, p-values, chi-squared test for independence, for goodness of fit, one-tailed/two-tailed t tests Calculus: Approximations with trapezoidal rule Topics only in Applications and Interpretation HL: Algebra: adding sinusoidal functions of different arguments, matrices, eigenvalues/eigenvectors Functions: scaling with log notations, log-log and semi-log plots Geometry/Trig: matrix transformations, determinants, graph theory/trees, adjacency matrices, walks, Eulerian/Hamiltonian, MST, Kruskal's and Prim's algorithms, Chinese postman problem algorithm, Travelling salesman problem, nearest neighbour and deleted vertex algorithms Probability/Stats: design of data collection, non-linear regression, sum of square residuals, coefficient of determination, unbiased estimates of mean and standard deviation, central limit theorem, confidence intervals of the mean, Poisson distribution, critical values, test for proportion using binomial distribution, test for population mean using Poisson distribution, bivariate normal distribution and p-value, Types I and II errors, transition matrices and to solve system of linear equations, Markhov chains Calculus: setting up rates of change ODEs, slope fields, Euler's method of a system of 2 ODEs or a second-order ODE, phase portrait Topics in Analysis and Approaches SL and HL: (topics also in Applications and Interpretation HL are in an enlarged font) Algebra: binomial theorem/Pascal's triangle Functions: quadratic functions/equations/inequalities, reciprocal, rational functions, graphs of exponential/logarithmic functions, transformations Geometry/Trig: radians, sine rule ambiguous case, sin and cos in relation to unit circle, exact sin and cos values, Pythagorean identity, graphs of trig functions, solving trig equations graphically and analytically, quadratic trig equations Probability/Stats: equation of the regression line of x on y (x given y), standardized normal distribution Calculus: common derivatives/antiderivatives, chain/product/quotient rules, rates of change, second derivative test, points of inflexion, definite integrals, area enclosed by a curve and the axes, area between curves, kinematics Topics only in Analysis and Approaches HL: (topics also in Applications and Interpretation HL are underlined) Algebra: permutations/combinations, partial fractions, complex numbers, De Moivre's theorem, proofs by induction/contradiction/counterexample, analytical solutions of system of 3 equations Functions: factor/remainder theorems, sum and product of roots of polynomials, odd/even functions, inequalities, absolute value functions, square of functions Geometry/Trig: reciprocal trig functions, compound angle identities, symmetries in trig functions, vectors: unit/base vectors, position vectors, normalizing, vector equation of a line, dot/cross products, components, system of 2 lines, vector equations of a plane, intersections of line/plane, of 2 planes, of 3 planes Probability/Stats: Bayes' theorem, continuous random variables, linear transformations of a random variable Calculus: informal ideas of continuity and differentiability, derive with first principles, higher derivatives, l'Hopital rule, Maclaurin series, related rates, implicit differentiation, trig antideratives, integrate with partial fractions, integration by substitution, repeated use of integration by parts, first order ODE, Euler's method for a single ODE, separation of variables, homogeneous ODE, integrating factor, calculus of series TL;DR ~~~~~~~~~~~~~~~~~~ 1) Vectors are now HL only. 2) Rank of difficulty: current Studies < AI SL < AA SL (easier than current SL if better at stats than vectors) < AA HL < current HL <= AI HL AI SL is mostly Studies. AI HL is studies but with about 30-40% of Further Maths HL. AA SL is pretty much SL. and AA HL is HL with only 20-30% of the Calculus option. 3) AI HL for the fast learner. AA HL for the inquisitive learner. If you are not that strong at math, the recommendation is AA SL. AI SL is still quite a bit easier than AA SL and only choose it if you are fine with dealing with lots of data.
  2. Version 1.0.0


    认识论指南(中文) Theory Of Knowledge Guide 2015 - Chinese 认识论指南(中文)Theory Of Knowledge Guide 2015 - Chinese.pdf
  3. I'm doing my 11th grade right now and I've changed syllabus from a national syllabus to the IB. I'm clueless about the expectations, nature of IB and almost everything regarding it. My current school that I've moved into, by itself is new and not very experienced, hence lack in providing the students with clear guidance. The performance of the previous 3 batches was not satisfactory as well. The students in the school are not very willing to provide me with apt guidance as they are very busy themselves. I understand that it is a lot to ask for but I'd be very, very, VERY grateful if someone who's well informed about the IBDP could guide me about it A-Z. I've always been a well-scoring student but ever since I started the IBDP, I've not been performing well at the least and this is taking a MAJOR toll on my self-confidence. DESPERATELY IN NEED OF HELP! Anyone willing to guide me in detail can also contact me via email: [email protected] Thanks in advance.
  4. Paper 1 The purpose of this thread is to introduce you to Paper 1, the Source Paper. Whether you are taking Standard Level or a Higher Level examination makes no difference as, rather unusually, the sources and questions are the same for both examinations. The reason why I'm doing this is that I've came to notice there's a lot of people here in IBS which don't really understand what's required for this paper. There are three Prescribed Subjects assessed in Paper 1: Peacemaking, Peacekeeping – International Relations 1918–36 The Arab-Israeli Conflict 1945–79 Communism in Crisis 1976–8 For each Prescribed Subject there will usually be four written sources and one visual or table-based source. The length of the written sources does not have to be equal, but they will be approximately 750 words in total (including attribution). A variety of sources will probably be used, taken from a selection of contemporary and more recent material. There should be some background information about the writer (e.g. Professor of United States History at Yale; A Russian journalist). In some cases the sources might have been edited and ellipses (usually seen as three dots – …) will be used when three or more lines of text are deleted. In some sources, alternative words will be placed in brackets, if a word is seen as particularly difficult, e.g. ‘belligerent’ [warlike]. Remember that you can use a simple translating dictionary in many IB examinations and you should ask your IB coordinator if you are entitled to have one. When answering a source paper in IB History, you are essentially comparing and contrasting sources against each other to arrive at a conclusion, which you can justify. In simple terms, you are being an historian. Types of Sources: When analyzing sources, the simplest means are often the best. Try using the ‘five question’ approach, also known as the ‘five Ws’: Who wrote the source or produced it? Origin When? (Origin) Where? (Again, origin) Why? (Purpose) For whom? Who was the intended audience of the source? (Purpose) Photographs: Over time the reasons why photographs have been taken have changed. In the 19th century they were used to record an event, or document how someone looked, almost as if the photograph was a portrait painted by an artist. In many of these photographs the subjects have been posed and, whether we realize it or not, when we know that we are being photographed we change our behaviour or our posture. If, in a photograph, everyone is looking at the camera you can be almost certain that this has been staged. You must remember that the person taking the photograph is not neutral and has a particular reason for taking it. Why is the particular photograph above being taken? What is the photographer trying to convey to the intended audience? What is surprising to IB examiners is the number of times in IB source examinations students write that what a photograph depicts is an accurate representation of the events it is recording. The context of where and when a photograph is taken must also be taken into account when analyzing it. There have always been, and always will be, countries that censor what is published in newspapers or books to rewrite history. Just take a look to the way people use photoshop to manipulate photos right now! However, despite their obvious limitations, photographs do have tremendous value for historians in that they can document particular events better than many other sources. A picture of, for example, Hiroshima in August 1945 after the dropping of the atomic bomb on the city powerfully communicates to the world the devastation and destruction of the city. Cartoons: One of the most common non-textual sources in IB source examinations is the cartoon. This type of source can be challenging to understand. Cartoons refer to something that was current at the time, and if you do not know the context of the cartoon and the events or people to which it refers, then you may not be able to understand its message. Cartoons tend to oversimplify the events they are describing, so may not explain the full reality of events. Finally, of course, cartoonists use symbols to represent the characters or countries they havedrawn. For example, what does this image represent? I think we all agree it represents the soviet union right? Another example would be the grim reaper carrying a scythe to represent death. Guys, in the examination the most probable thing is that we will face some symbols that are not really as easy as understand so yeah, basically, be ready. Posters and Graphs: The most important details about these sources are who made them and for what purpose , although the ‘five question’ approach can also be used. There are many different types of poster: election campaign posters, announcements of concerts or events, propaganda posters, military recruitment posters and so on. Students are sometimes surprised to see statistics and graphs in a history source examination, but it is perfectly appropriate to include this type of source, particularly when dealing with any economic theme. Maps and paintings occur very rarely in the Source Paper, but there is no reason why they could not appear. Maps, in particular, can be used to make a political point rather than simply express a geographical reality. Ask the ‘five questions’ and be careful when analyzing a map. Textual Sources: Textual sources are simply too numerous to list, but the most common ones used in IB History source examinations are books, letters, treaties, diaries, newspapers, magazine articles, diplomatic documents, telegrams, written records of interviews, poetry and speeches. In all cases, the introductory lines at the beginning of the source will give you all the information you need to analyze it. Use the ‘five question’ approach. Do not make comments saying that a source has been translated and therefore we do not know if the translation is accurate. Rarely is this a useful comment to make. Nor should you write that, as it is an extract from a source, we do not have access to the entire source and this is a limitation. Neither of these comments is likely to receive credit. Types of Exam Questions : Questions 1a and 1b: These two parts will be worth a maximum of 5 marks together. Remember that there are 25 marks for this paper and 60 minutes to answer the questions. This means that somewhere between 10 and 12 minutes should be spent on these two parts of Question 1. These questions are intended for you to show your knowledge and understanding of the sources. Question 2: This question is worth 6 marks, so how much time do you think that you will have to answer it in the exam? The wording of Question 2 will be something like this:‘Compare and contrast the views expressed about… in Sources A and C.’In other words, what are the similarities and differences in the way that the sources refer to a particular event? Please note that ONLY TWO SOURCES will be used. This question is intended for you to show your application and interpretation of the source. Question 3: This question is worth 6 marks. ? The wording of Question 3 will be something like this: ‘With reference to their origin and purpose, what are the value and limitations of Source A and Source C for historians studying the policies of Gamal Al Nasser. This question is intended for you to show your synthesis and evaluation of the sources. Question 4: It is worth 8 marks. The wording of Question 4 will be something like this: ‘Using these sources and your own knowledge analyze the importance of the Italian invasion of Abyssinia for international relations between 1934 and 1936.’ This question is intended for you to show your knowledge, understanding, synthesis and evaluation of the sources. Kind of a mini essay. This was kind of a brief summary on what you should expect and be prepared to encounter in Paper 1 guys, study study study study study. I hope it was helpful! Bibliography: History for the International Baccalaureate. Paper 1. Pearson. Brian A. Pavlac. 2006. Sources http://intensecogita...e-history-notes
  5. Hello all! Is there any place I can find the new IB Music guide? The only one I can find is from 2011, and I know that one is outdated because in it they describe the structure of the old exam rather than the new one. Any place I can find the updated one? Thanks!
  6. Thought I’d create this guide because of the general lack of information on the Further Math course (hereafter referred to as Further). Suppose it’ll be useful for three more years, until Further is disbanded along with Studies. Got a 6, so if anyone who got a 7 can improve on this, please PM me, and I’ll do my best to edit in the info. Overall structure: Further consists of six topics. Four are the options in HL, and two are additional subjects. They are as below (order is of no significance): Sets, relations, and groups Statistics and probability Discrete mathematics Calculus Linear algebra Geometry Haese and Harris provides textbooks on each of the topics above. I know that most other publishers provide textbooks for each of the options, but I’m not sure about linear algebra and geometry – check the websites of the publishers. Difficulty in math is always subjective, but I personally found geometry to be the hardest one. I found the textbooks to be a bit messy in how they taught that subject. General Guidance: Further is not some sort of vague esoteric course that tests you on obscure math – it has a clearly defined structure and syllabus. Use the guide here liberally: http://www.spps.org/cms/lib010/MN01910242/Centricity/Domain/853/IBFurtherMathGuide2014.pdf Further does not test your depth of understanding – it’s your breadth that they look at, hence the large-ish variety in topics. There’s no need to go into that much depth for each topic. You also might not need the full 48 hours - I did most of the topics in under that time. Further assumes that you are familiar with the entirety of the math HL syllabus, so it is generally recommended that you take math HL along with Further, and for you to finish the syllabus early, or indeed before you begin the so you can start working through the options. However, it is possible (though usually not recommended) to take Further only, without taking math HL. For practice, do past papers and textbook questions. Keep in mind that Further only became HL in 2014, so past papers before are shorter. You can choose to either take Further as a subject in its own right (i.e. a certificate course), or have it form part of your final IB score (out of 45). Which one you choose will depend on how confident you are in your Further exams compared to other subjects. If you do choose to take it as a certificate course, then you may need to provide an extra fee (ask your school for exact amounts), so that’s also something to consider. I've noticed that the IB is starting to include some questions based on more abstract concepts, such as proofs of a few theorems (I had to prove Fermat's little theorem) and a greater use of variables. Don't just skim over the proofs in the textbooks, as you may need them in the exams (and of course this can help immensely with actually understanding the material, which is very important). For November candidates specifically: If you’re a November candidate, you can NOT take the Further exams in November (as I found out only about three months before the exams) – you MUST sit them in May. Apparently not enough people take the exam for the IB to justify providing another set of papers for November candidates. This gives you two options: Sit it in the middle of the second year, or IB2. If you get an unsatisfactory score, then you can do the next option, which is: Sit it in the year after you graduate. Check to see how soon you need to send off scores, and also with how confident you are in doing the course. How you’ll be taught: This bit really depends on your school – you may have a dedicated Further class, or you may just need to self-study the material (as I did). In terms of self-studying, here are some things that I’ve learned: Be self-motivated and manage time properly. You don’t have a teacher to set deadlines or yell at you and stuff, so this is very important. Sometimes, if you really don’t understand a theorem, concept, or problem, just set it aside and come back to it later. You may be able to understand it better then. Don’t try to rush through the material without fully understanding it. Keep in mind that your teacher may not be able to help you as much if you’re self-studying, so you need to make sure that you understand it well. Hope this helps anyone who stumbles across this.
  7. This guide comes from the website excellentassessment.com where step-by-step IA guide is published and IB experts help with IAs. This is a trial version only (and I received agreement to publish it) but still there are many very useful information. Choosing topic: It is very important to choose the right topic (and then research question) of the Internal Assessment. Students are advised to familiarize with the marking criteria at this stage since the topic can be considered as good when it allows student to easily gain the highest score. For example it must enable students to collect sufficient qualitative as well as quantitative data, to support conclusions by available bibliography etc. [...] Common mistake is choosing too broad or too narrow topic. If it is too broad you would not be able to discuss and justify a detailed conclusion and additionally lose evaluation points. If it too narrow you wouldn’t be able to collect a range of data (quantitative and qualitative) and you may lose analysis points or your assessment may be too short and instead you may discuss irrelevant data (whole analysis should aim at answering the research question). [...] Full version includes: - Choosing an excellent topic - step-by-step guide & checklist - Example topics of Internal Assessments which received the highest marks - Structure of the Internal Assessment - to save students' time, not to miss important details as well as useful tips to get all marking points from each section Personal engagement: In this section you should demonstrate that you are particularly interested in the topic you have chosen. It is the best to show why YOU are interested, not only that it is worthy of investigation. Common mistake is to show personal engagement solely in the introduction. There are certain points where personal engagement should be shown to gain all the marks. [...] More important aspects: - how to show personal engagement - section in which you show personal engagement - how much focus should be put on that to gain all points Exploration: Regardless the topic of the Internal Assessment, the moderators search for certain aspects in the exploration. For example, the full list of variables affecting the investigation must be considered. They can be divided into: - dependent [...] - independent [...] - controlled [...] - uncontrolled [...] It is a good idea to put them into a table. [...] Choose the variables from the following list of variables and write them in the assessment: [...] Analysis: Uncertainties should be considered at each stage of the Internal Assessment. For example, if your balance has an accuracy [±0.01kg] your answers numerical values concerning weight should be given in the following way: 1.30±0.01kg. Common mistakes include: - 1.30 kg (without the uncertainty) - 1.3±0.01kg (lack of ‘0’) It is recommended to use dots (‘.’) instead of commas (‘,’). Check if it is correct on your graphs. [...] At the very end use them to show the total uncertainty of obtained results using following formula: [...] Evaluation: Evaluation should discuss strengths as well as weaknesses of the Internal Assessment. Common mistake is omitting strengths. Another error is not considering all of the vital weakness of the investigation or lack of sufficient development of students’ ideas. Excellent evaluations should focus on both systematic and random errors. [...] Additionally areas for improvement should be described and justified according to the strict principle [...] Make use of the following list of errors (already divided into systematic and random) [...] Literature Conclusion and evaluation should be supported by literature. [...] Some students write bibliography/footnotes on their own whereas there are programs which can create it according to the quoting style recommended by IB [...] More important aspects: - how to find bibliography? - what literature is relevant? - how many sources you should use to receive the highest grade? - footnotes and bibliography – requirements
  8. Hello, I hope you guys are doing well. Does anybody have the official Mathematical studies guide (syllabus) by the IB? I have not found it yet. I will appreciate any response. Kind regards, D.
  9. Version 1.0.0


    Syllabus for IB Chemistry, from 2016.
  10. Chemistry Syllabus 2016 View File Syllabus for IB Chemistry, from 2016. Submitter SC2Player Submitted 03/18/2017 Category Chemistry  
  11. Version 1.0.0


    Guide to the whole physics syllabus.
  12. Physics Guide 2016 View File Guide to the whole physics syllabus. Submitter SC2Player Submitted 03/18/2017 Category Physics  
  13. Version 1.0.0


    What the title says basically. It's 2015, so should be relevant.
  14. TOK Assessment Guide 2015 View File What the title says basically. It's 2015, so should be relevant. Submitter SC2Player Submitted 03/18/2017 Category Guidelines and Notes  
  15. ---Author's Note--- This is the third draft of a concise guide I'm working on in regards to the new mathematical exploration IA; this started as an HL guide but has now been generalized to include the SL curriculum as well. Please do let me know if there are any improvements you can suggest, or any questions you have after reading through this. I plan to keep this updated and add to it as I work though my own IA. Thanks for taking the time to read through! ------------------------ Table of Contents Preface and Introduction to the Exploration The Process (to be added) Formatting (to be added) Acceptable Topics (SL) Acceptable Topics (HL) Grading and Evaluation​​​​​ Criterion A - Communication (to be added) Criterion B - Mathematical Presentation (to be added) Criterion C - Personal Engagement (to be added) Criterion D - Reflection (to be added) Criterion E - Use of Mathematics (SL Only) (to be added) Criterion E - Use of Mathematics (HL Only) (to be added) Sample Papers Postface and NotesPreface and Introduction to the Exploration The Mathematics SL/HL Exploration internal assesment. It is certainly a difficult assignment - a paper on math isn't the easiest thing to write. I've written this guide up to clarify a few questions and hopefully help out with your work. However, please don't just trust what I say do some of your own research as well because I cant hope to claim everything I say is entirely accurate. I hope this helps! In essence, this is an exploration of a topic in mathematics that has a real-world connection, done in a rigorous manner that connects back to the material we have covered and will cover in class. 6-12 pages in length should be appropriate enough to concisely explore your chosen topic with the depth required and complete the necessary parts of evaluation as shown in the rubric. You want to write at a level and regarding mathematics that is accessible to other students. For HL students, this generally means anything within the HL core curriculum and any option is fair game. Just be certain to provide requisite explanation for any material beyond those two areas and for options not covered in class, to the extent that your classmates can understand the work you've done with some thought. The Process <to be added> Formatting <to be added> Acceptable Topics (SL) <to be added> Acceptable Topics (HL) I've been asked a lot of questions about acceptable topics for the IA's mathematical focus. These acceptable topics are mainly focused towards fulfilling the part of Criterion E that requests "sophisticated mathematics commensurate with the level of the course" - more detail regarding the other aspects of this criterion can be found in the Grading and Evaluation section slightly later on. One guideline I've heard from a few sources is to choose something beyond the SL syllabus: a summary of those topics can be found slightly later in this section. Keep in mind you do not have to restrict yourself to these topics, and anything beyond is fine. Also, that a topic in the SL syllabus can be beneficial if done well - it's rather easy to do comparatively and can still net you a 7 on the IA. See the Florence Nightingale Sample IA. Finally, I'm not certain if all of these topics have sufficient levels of difficulty, or if there are any in the SL syllabus that would be acceptable this is simply based on the SL and HL syllabi. What follows is a list of the topics which are in the HL syllabus, but not the SL, to provide a guideline of all acceptable topics within the syllabus: Topic 1: Algebra 1.4: Proof by induction. 1.5: Complex numbers, the Cartesian form of a complex number. 1.6: Modulus-argument of polar form of an imaginary number and the complex plane. 1.7: Powers of complex numbers, nth roots of complex numbers, and de Moivre's theorem. 1.8: conjugate roots of polynomial equations with real coefficients. 1.9: Solutions of systems of linear equations. Topic 2: Functions and Equations 2.1: ONLY domain restriction for inverse functions as well as self-inverse functions. 2.2: The graphs of y=|f(x)| and y=f(|x|), the graph of y=(1/f(x)) given the graph of y=f(x). 2.5: Polynomial functions and their graphs, the factor and remainder theorems, the fundamental theorem of algebra. 2.6: Viete's theorem, or the sum and product of the roots of algebraic equations. 2.7: Solutions of g(x)>=f(x) by graphical or algebraic methods for polynomials up to degree 3. Topic 3: Circular Functions and Trigonometry 3.2: Definition of the reciprocal trigonometric functions sec(x), csc(x), and cot(x). The tangent-secant and cotangent-cosecant forms of the Pythagorean identity. 3.3: The tangent double angle identities, compound angle identities. 3.5: The inverse functions y=arcsin(x), y=arccos(x), y=arctan(x), and their domains, ranges, and graphs. Topic 4: Vectors 4.2: The properties of the scalar product of vectors. 4.4: Specifically intersecting and skew lines in distinguishing between coincident, parallel, intersecting, and skew lines. 4.5: Definition of the vector product of two vectors, properties of the vector product, and the geometric interpretation of the magnitude of the vector product. 4.6: Vector equation of a plane, use of normal vector to obtain a particular solution form, Cartesian equation of a plane. 4.7: Intersections of: a line with a plane, two planes, three planes. Angle between: a line and a plane, two planes. Topic 5: Statistics and Probability 5.4: Use of Bayes' theorem for a maximum of 3 events. 5.6: Poisson distribution. Topic 6: Calculus 6.2: Related rates of change, implicit differentiation, and the derivatives of the inverse trigonometric functions, the reciprocal trigonometric functions, the exponential function, and the logarithmic function 6.7: Integration by substitution, integration by parts. All material in all option topics. Grading and Evaluation You can find the grading scheme for this IA here: http://bit.ly/1iOdQl7. There are 5 criteriae: communication, mathematical presentation, personal engagement, reflection, and use of mathematics. To clarify a few terms used: Personal engagement refers to the intent of the investigation to develop your interest in the area, and its evaluated based on the visibility of your personal engagement in the area and your own individual expression of those ideas. Precise and correct are differentiated by the need of precise mathematics to include proper notation and completely accurate work whereas correct mathematics can contain some errors as long as these errors don't lead to egregious incorrectness. The criterions themselves are defined here in the markscheme. Criterion A - Communication <to be added> Criterion B - Mathematical Presentation <to be added> Criterion C - Personal Engagement <to be added> Criterion D - Reflection <to be added> Criterion E - Use of Mathematics [sL] <to be added> Criterion E - Use of Mathematics [HL] <to be added> Sample Papers Its difficult to understand and conceptualize what is expected without exploring some examples of strong work. So here are a couple example papers, to show you what other students have done in the past, how theyve been evaluated and annotations, the mark they received and grader comments, as well as a couple small notes of my own. Sectors, Arcs, Descriptive Statistics, and Florence Nightingale (Mark Achieved: 20/20 at SL, 17/20 at HL) Paper: http://bit.ly/18KcK5q Paper with Comments: http://bit.ly/1fFkYe2 Marks: http://bit.ly/1dBrz7z This one is a perfect example of the kind of work you want to be doing in your math IA - however, the level of mathematics isn't at a high enough level given that all mathematics used is within the Math SL curriculum. Differential Equations and Modeling Rain. (Mark Achieved: 16/20 at SL, 15/20 at HL) Paper: http://bit.ly/1c491Oi Paper With Comments: http://bit.ly/19KUPKw Marks: http://bit.ly/1d6PSMD This paper has many errors in notation, it is not concise in form, the reflection is not critical, examples are not quite sufficient, and the mathematics is not precise. However, the mathematics is certainly at the level required. Very strong work in general, just missing that final layer of polish. Postface and Notes I hope I've been able to help out with this guide. Please let me know if you find any issues or inaccuracies or if you still have questions after reading through this. Good luck with your IA! Sourcing Notes: A good deal of these links and some of the information was retrieved from M. Chao's blog, which can be found here: http://bit.ly/K12vhF. It was quite useful to me in doing my own research.The IB Mathematics IA website was very useful to me: it can be found here: http://bit.ly/JbK1e4.The SL and HL Mathematics IB Course Guides were useful to me, especially in the analysis of acceptable topics and criterion E. They can be found at http://bit.ly/1eJQ08k and http://bit.ly/19oDBik, respectively. Revision History: December 24, 2013: Guide first posted.December 25, 2013: Differences between SL and HL syllabus (Acceptable Topics) added. Formatting improvedDecember 27, 2013: Added skeleton for remainder of guide. Added table of contents. WIP: Grading and Evaluation section for all criterions. Reorganized guide.January 3, 2014: Proofread and edit.January 07, 2014: Generalized guide to include the SL exploration as well. To Do List: Improve formatting further.Flesh out postface.Examine criterions in depth.Discuss formatting of IA and how best to write it.Add mistakes section.Add SL criteriae."SL-ize" the guide.Discuss the draft submission and teacher feedback process as well as the extent to which your teacher can help.
  16. kw0573

    EE Guide 2018

    EE Guide 2018 View File The new EE guide! For examinations in 2018 and later. Submitter kw0573 Submitted 12/11/2016 Category IB Syllabus & Data Booklets  
  17. Hi! I've been looking for the Psychology SL guide in Spanish but I couldn't find it. Does someone with access to OCC or wherever is it could send it to me? I'll be grateful with you (IA final draft due on Tuesday)
  18. goingtoib

    IB subjects

    Hey! I'm might entering the IB curriculum starting this week, so I would appreciate some response regarding my IB subjects; English Lang & Lit HL Economics HL Physics HL Math SL Biology SL Swedish Lang & Lit SL After thorough consideration, I personally figured out that this may be a reasonably challenging combination with a balance of essay writing and problem solving. However, I am concerned about me being prepared for the subjects academically. 1. English is not my first language, however throughout the years I've always attained a good grade in as it's been one of my stronger subjects. Being nearly fluent in writing and oral communication, is it possible to get a good grade in it even though I'm not a native? 2. Is Physics HL mathematically too hard if I take Math SL? From what I understand, physics is more about learning new concepts and applying them to problems using math as "support". Am I wrong/ is it solely based on math at a higher level? 3. Is Bio SL an easy/hard subject? I've decided on Bio SL though elimination of the remaining subjects I don't enjoy. I also believe that it'll maintain the rigour of my combination (as it's respected by colleges), but in a "less challenging" manner. I've also had quite some experience with the subject, hence why I believe parts of it will be more of a repetition. 4. Is it too hard to juggle two language A courses? Swedish is my first language and I've always been pretty good at in school so taking it isn't really a question for me- (But if you guys have had this subject, please share some insight on it's difficulty, content etc). Also, I'm assuming that the two Lang & Lit subjects go in line with each other since they're the same in terms of structure. Won't that make it easier, considering that I can do similar work in both subjects, only in different languages? To sum it up, I would be very thankful if you can answer as many above mentioned questions as possible + give me some general tips and insight on the subjects I'm taking (like how you find the subject etc). Thanks!!
  19. Hi! So I've taken my history exam in May 2016 but I'm unhappy with my results so I'm going to be re-taking it again in November 2016. I know that there is a new guide for history in 2017. Does this mean that the exam I will be taking in November will still be based on the old guide? Am I right to think that the exam I took in May will be pretty much the same to what I'll take in November? Thank you in advance. P.s. sorry if this question was asked before. I'm new and I didn't seem to find anything on this topic so decided to ask myself.
  20. guys, i'd just like to ask about the IOP since i'll have to present it soon. ive only found like 2 videos online and thats not really much help. so can someone plz give me some tips on what to do and how to do it, and if you could, also review IF i am on the right track with what ive done so far How is love expressed through symbolism in.pptx
  21. Language and Literature Guide (2015~) Mandarin Version View File The official guide for Language A - Language and Literature, Mandarin Version. Submitter pppraz58 Submitted 02/26/2016 Category Language A2 Pre-2013
  22. 5 downloads

    The official guide for Language A - Language and Literature, Mandarin Version.
  23. Hey everybody, My friend and I have created a 10,000 word eBook compiled with advice, effective strategies, and actual IAs to tackle the IB. We had the luxury of working with a bunch of really smart students; we've essentially merged the different skillsets of many intelligent people into one whole eBook. Honestly, if I was just starting the IB I would have jumped at the prospect of buying this book. The best thing is that we offer a 100% Money Back Guarantee, so if you're not happy, just email us and we'll return all your money. Check us out: http://www.ibsurvivors.com/ Before I forget, use the Promo Code: Christmas for a 50% discount! If anyone has any questions whatsoever about the IB (concerns, subject choices, advice, etc), please email us at [email protected] I also currently attend UC Berkeley, so if anyone has any questions about studying in University in the US, hit us up. We're here to help, and would love to hear from you guys All my best, Shikhar
  24. 27 downloads

    This is an awesome help for writing your IA, its kinda like a check list and a guide
  25. 22 downloads

    Economic IA Portfolio Guide, for both SL and HL students.
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