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theboro76

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theboro76 last won the day on December 30 2012

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  1. Hey! What deftdog said is really good. Just to add, I always made the distinction between case studies and examples. Examples were just short little facts about places. E.g. Gilgarganbone (in Australia) is experience rural->urban migration. It's really just name dropping, one sentence in a paragraph and is good -- but doesn't require you to know to much about the place. Case studies go into much more depth. Exactly what you need to know depends on the actual case study, but I always tried to structure them to answer the following questions: Where is it located? When did the e
  2. I can definitely see the IB asking a question such as "Evaluate the success of the MDGs in reducing poverty, ect." or "Examine how the MDGs could have been improved to be more successful". Maybe have a (quick) read of the SDGs (the next iteration of the MDGs); they would be useful in the way you can think of international development priorities overall.
  3. This is very true. But just to add, I think you should think of it more in terms of a time limit than a word limit. Write as much as you can in the the time you have available. I found the following times were an approximate guide: Paper 1: 35-45mins Paper 2: 25-30mins (per essay) Paper 3(A): about 25mins Paper 3(B): about 35mins Note, compared to the marks they are worth, I dedicated a disproportionately large amount of time to the essays. That was what I found was best, but isn't the objectively best way for everyone.. I also answered the short answer questions for p
  4. I would also add that if you are making stupid mistakes you mightn't know the material as well as you could. I found that I was making silly mistakes early in the course, when I wasn't too confident with the material. As I learnt the material more my silly mistakes decreased. I think that as you learn the material youdon't have to think about it as much and can spend more time thinking about the basics and checking your working. Secondly, the exam's time pressures can force mistakes. I would suggest trying to work through some problems with a really strict time limit (less than you get in exam
  5. They should use the most recent ones they have. Which, assuming you have your predicted grades from your mocks, should be your 2nd year ones. However, shools and even individual teachers have quite a bit of freedom in how they predict you. So it is possible they take into account your performance before the mocks. If you really want to know it would probably be best to ask your coordinator what their policy is.
  6. I thought the papers were pretty difficult, but not unreasonable. I though better than N13, but worse than M14. The amount of stats in P2 surprised me. But given there wasn't any in P1, it probabaly shouldn't have. I though that was a strage question. It threw me as to how to answer it. I showed that as after 4 seconds the displacement was negative and that at the point in (a) it was positive, because the line was straight, the particle would have had to pass back through (a). I have never seen a 4 mark 'explain' question before so I didn't know where to go.
  7. It really depends on a number of things as to whether or not you get marked down. Compared to almost all of the other IB tasks with word counts (at least all the ones I've done) there is nothing specific that says 'if you exceed the page limit you will lose x marks and the examiner will stop reading'. Because of this you have to gauge how important what you write actually is. It is really about consiceness, which is a part of the criteria. So if you write 13 pages, which is rambly, and doesn't get to the point of your exploration then you will lose marks. Equally if you write 13 pages that is
  8. A good place to start may be to llok up different factors that effect the rate of evaporation on google. I agree temperature would be a good one (having said that if you are worring about it done to death then it would probabaly be similar to surface area.) However, it would be quite difficult to do, unless you did it on your stove or in an oven at a certain temperature and watied x minutes before seeing how much water had been evaporated off. However you have to be aware there would be a period before the water reached the desired temperature and this would be iffy as to what you do with this
  9. This is the first time that I have heard of World Studies as a topic area, and having just had a look at the guide, it looks great! I wish I had heard of it before I did my EE. Anyways, looking at your topic I do like the idea. I think that it has potential to go a long way and make a very interesting extended essay.I also looks like it would meet the criteria for a world studies EE. However, generally I think your topic is too broad to conisder within the world limt and should be made more specific. I think you could do this by focusing on a more specific type of nanotechnology and/or society
  10. Run it by your teacher. I know our maths teacher allowed it, but in other clesses, I have had teachers not allow it. It comes down to the teacher really. You shouldnt get penalised, in terms of marks, there really isnt any criteria they could take anything off you for. The only risk is if they are too similar in parts your teacher could get suspicious and worse case scenario they could report it as malpractice. However, if you talk to your teacher about it throughout the process and let them know what/why you are doing and you actually know what you are doing and your any your friend are doing
  11. Glad to be of assistance. Just to add, if you want to have a look at the May 2011 Paper 1 TZ1 paper (you should be able to find it on google, I dont think I can link it here) Q10 is the kind of thing I was thinking of, but with added calculus and detail and originality.
  12. Simply put no. Of course if you need the bonus points to get you the 24 points then you might need to get results like that. Otherwise you only need a D minimum for both. There are quite a few of other requirements. This document is quite helpful: http://www.norreg.dk/sites/default/files/downloads/ib_diploma_programme_-_simplifying_the_diploma_requirements_and_failing_conditions.pdf
  13. You really have to do both. i.e. you have to have a "sustained argument", but at the same side evaluate both sides of the case and point out their merits and consequences. So it is likely you will lean towards one side of the argument, although admit that it is not perfect/ other arguments also have valid aspects which are worthy of consideration. However it is possible to go hard line or completely fence sit (decide it is impossible to tell), but unless you can do it well it is generally difficult. This argument/thesis should thread throughout your essay and hold it together. Whilst you exami
  14. 1-3) I would say probabaly not. Having said that, if you could do something with the data that is more than just linear regression it could be OK. I did mine on Pearson's r and manages to involve calculus, quadratic modulus functions and linearising data, with I think will get me over the line. Modeling is a legitimate thing to do an exploration on, and remember you can get 6/6 for maths which is only commensurate, it doesn't have to be difficult and make your head hurt. 4) I like that idea. If you did a ferris wheel or something (seems to be a fairly common exam question though) you could mod
  15. Hey. Sorry, this might be a bit late for it to be any use. I recently finished my IA in rivers. I think your question definetly has potential and is fine. I probabaly wouldn't use the word 'development', to me it suggests the actual process of building it, not the actual dam itself (which I assume is what you would be looking at). I might go with: What effect does the Glen canyon dam have on changes in the hydrology of the (Collorado?) river? But your question seems perfectly fine. Beyond that it is best to become more specific; what aspect of the hydrology do you want to investigate? I would
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