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    Nov 2010
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  1. its thick enough that it doesn't mix although once you get to the end of the tube it does
  2. i go on IBsurvival.com or i go and play the paino. really, really loudly. my family hates it.=, but it vents some energy
  3. We didn't run a physics class as there was only one student who wanted to do it...although we did have an indonesian class with one person in it. other than that, the classes all worked out
  4. we're an all-girls school, and we have about 40 doing IB from 200. Theres a fair bit of conflict between the groups, because we're seen as smarter, and a hell of a lot more stressed (therefore we must be worried about doing well) this is the biggest group to ever come through, mostly theres about 15-20
  5. IB at our school is totally optional- although the MYP is compulsory now. Theres always been a lot of conflict between the two groups in senior school, as the IBer are seen as the intellectual snobs, as they discourage poorer students from doing the IB (only because its possible to fail the IB, while its not possible to fail the normal system-just do really bad) we have different classes and teachers, although they really try to keep the year together as much as possible
  6. Stress less! you won't really know what suits you until you start doing, and most schools give you an option of dropping/ changing levels for the first couple of weeks at least. i changed most of my levels without a problem, and i'm glad i did.
  7. EMT

    IB next year

    we had a large group of IB students this year, and only one wanted to take physics- they didn't end up running it. alot of people do chemistry, and there;s a large group doing both chem and bio, and they seem to have a really good understanding of both- i think they link together really well. that being said, it depends on what options your teachers want to do. i'd advise you go with whatever you enjoy the most- not liking maths generally means youre not scientifically minded (sorry for stereotyping here) so SL chem or bio is probably the way to go
  8. a lot of the questions about the dictators involve the regions, which sort of limit your choices. Depending on what you studied in class, you could be asked to compare two dictators in the same region, or different regions, of even compare two from the same end of the political spectrum. Judging the odds can be pretty tough, and risky. better to focus on two but still learn another one or two just in case
  9. You might want to try finding some information on the psychological analysis of Hitler that i know is quite detailed (although be prepared for a fair bit of Freudian/american bias, as it was written during WWII) The best way to go is probably just fit as many names, facts, places, dates and details in... that'd be what you're being marked on anyway
  10. if you wanted to talk about mutual fear being the cause of the Cold War, you could talk about "one-up manship", ie. one gets the a-bomb, then the other reciprocates and so on. you could also talk about each misinterpreted the other's policies, such as USSR wanted satellite states for protection from the West, while the west saw it as an agressive attack. Maybe also talk about the Marshal Plan being interpreted as 'economic imperialism' by USSR? and how they started their own forms of economic help after that. hope this helps
  11. we have a great outline in the Oxford Study Course "IB History Paper 2: The Cold War", by Sam Olofsson. Its an oldish edition, and im not sure if its online, but it has a great list of the historiography of the origins of the Cold war and answers every part of the syllabus in a really clear way. We're about halfway through it, and it seems to be very rounded, not at all biased (unlike the heavily biased American textbook we have as well)
  12. Summary of evidence is essentially just a list of facts- make sure you reference every single one! the next section/s (evaluation of sources) is just OPVL- Origins, Purpose, Value, Limitations. Then in the analysis, just answer your question saying what lead you to that, ie. because of this, i think he was to blame or it is clear that this method was effective due to this.. in the conclusion, make it explicit what you have decided, and why its important
  13. While its obviously going to depend on your passion for the subject, I definately recommend it. I don't think its really challenging, but it is a lot of content to learn, and some people simply have trouble remembering that amount of stuff! If you have a good memory, or are at least interested enough for it to stick, its a really interesting course to take. I particularly loved the Russian history option we took- so much fun to learn the history of a non-western country!
  14. As of next year, i hear, the MI is going to become the Musical LINKS Investigation- and thats the hint! oncee you've analysed the two pieces you've chosen, find at least 2 major links and a few smaller ones, and use those as comparison between the two genres- if you can't find them, you might need to change your choice of pieces. Also, chose your media carefully. You need to figure out whether your information is best displayed in a radio style script using aural excerpts, or in some written form with visual notation- this will depend on the type of music scores you have and your individual s
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