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ilovepotato

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  • Exams
    May 2014
  1. I use "An OIL RIG Cat" Anode - Oxidation is loss (of electrons) Reduction is gain (of electrons - Cathode
  2. In my case it's for cramming for other classes
  3. I'm probably the odd one out here thinking it's a stressful class. Our school crammed the TOK class into one year, and we happened to get an inexperienced teacher this year who actually did not know he was teaching the class until 2 weeks before school started. I found it stressful because we hadn't gone over the AOKs when we started our essays, and we were pretty much left to figure the whole thing out on our own. We are still not completely done with our essays and I feel awfully stressed about mine because I don't know what grade it currently deserves and I'm clueless as to how to improve i
  4. Hello! We are just starting our TOK presentations (and cramming it, unfortunately). I was choosing between two topics - perception of beauty and global warming, but I think I would want to do the latter because the first seems to be overrated. I'm thinking of asking the question: Are humans the cause to global warming? The thing is, I am not very sure how to approach that topic, or what kind of conclusion I will reach. I guess the things that should be explored include how we decide global warming is actually taking place and to what extent the sources are reliable (natural sciences, mathema
  5. Actually, I decided to expand my topic to include hyperspheres (spheres in upper dimensions), so I should be integrating some integral calculus to figure out the equation for hypervolume. I hope that is enough... If anyone has any feedback, please tell me. Thank you!
  6. Hello. I have already completed a first draft of my math IA, but my (severely limited) feedbacks from my teacher tell me that it is really poor right now. I have chosen a horrible topic but I have to stick to it as I don't have enough time to explore a new one. Basically, I am exploring the properties of hypercubes (tesseracts more specifically -- 4th dimensional cube), as inspired by the book Flatland. I have explained how one can go about finding the coordinates, vertices, edges, facets, and diagonals of a tesseract (and dimensions beyond), but my math is still severely limited since the mos
  7. I think it's criterion F (application of analytical and evaluative skills appropriate to the subject) that directly addresses source evaluation. Anyhow, I didn't actually do a complete "OPVL" evaluation for each source like on the IA. Instead, I mentioned in a few sentences (or a brief paragraph) how the source can be useful and/or limited, and I only did it for some of the sources I referenced (not sure if that is good or bad). Now I'm just not sure if I could put that in my footnotes instead and get around the word count.
  8. But my advisor (& past history teacher) both told me that source evaluation is an important criterion, and I have also read elsewhere on the forum that it must be done?
  9. Hi, I am writing my EE in history, and I know I have to do source evaluation but now that I'm having trouble cutting down the words (600 to go...), I was wondering if I could put some of my evaluations in footnote format. Would they still count towards the total word count in that case? Can I even put SOME evaluations in footnotes? EQ: Is it possible to have 2 footnotes for a sentence (one for actual source citation, the other for briefly explaining the values and limits of the source)? Thank you!!!
  10. This is a practice essay, and I decided on the question “In the natural sciences progress can be made, but in the arts this is not possible.” To what extent do you agree? I understand that I have to first define the term "progress." A problem I have with this question is I'm not sure if my definition of "progress" has to be the same throughout my essay? Also, do I just have a paragraph or two on how the natural sciences can make progress, and another paragraph or two on how the arts can also make progress (that is what I think)? Do I have to consider the other sides?(the problem is the ambigu
  11. Thanks That's what I thought of, but I'm still not sure if the topic itself is specific/good enough... Because from what I've been seeing, everyone else's seems to sound so smart and focused!
  12. Hello! Sorry, I started another thread because I'm beginning to doubt my entire topic and I need some confirmation or perhaps find some tweaks to make before I can go on. My topic is covering the French Resistance 1940-1944 and evaluating how successful they actually were, since a myth began to develop after the liberation of France which sort of glorified the Resistance in a way (commonly known as the "Gaullist myth"). Some points I'm really trying to get across are the fact that they could not have really liberated France in 1944 without the help of the Allies, and that they weren't this un
  13. I'm getting the impression that I should probably avoid doing it chronologically as that puts my essay at risk of sounding too narrative with too little analysis. Is that right ? Also, how is the analysis really supposed to look? How do you incorporate historians in there?
  14. Hey! So I'm doing my EE in history and I'm evaluating how successful the French Resistance was during WWII (I'm saying they weren't actually unified and couldn't have succeeded without the help of the Allies and all). Essentially, I'm shattering the "myth" that revolves around the Resistance. Anyway, the problem is I have no idea how one should best organize an EE in history. I've read examples, and it seems like they all organized it somewhat thematically. (i.e. someone did it on the decisiveness of Spanish intervention during WWII and organized it by military, economy, covert operations, etc
  15. Harry Potter. The books don't just center around romance like Twilight. The characters are also much more interesting compared to Twilight.
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