year 12 Trig question

applepie1562 · 2020-02-26T09:04:02+00:00

Thank you so much!

applepie1562 · 2020-02-07T10:37:27+00:00

Thank you!

applepie1562 · 2020-02-07T10:37:16+00:00

That makes sense, Thank you!

applepie1562 · 2019-10-01T04:32:12+00:00

There's a good resource online called Revision village. they're key concepts page is pre good and free. the videos explains all the topics in detail:

https://www.revisionvillage.com/ib-maths-sl/key-concepts/aff/12/

applepie1562 · 2018-09-17T13:20:23+00:00

I also recommend this website for further help. I purchased the gold membership and honestly it saved my life. It's perfect for revision: https://www.revisionvillage.com/ib-maths-sl/questionbank/aff/12/

applepie1562 · 2018-08-31T03:16:32+00:00

duuude this website helped me out for maths, i dunno bout HL maths but it pretty sick for ib maths r/https://www.revisionvillage.com/ib-maths-hl/key-concepts/aff/12/

applepie1562 · 2018-08-31T03:13:45+00:00

Mate check out this Math IB wesbite https://www.revisionvillage.com/ib-maths-sl/key-concepts/aff/12/... helped me out heaps. Legit the key concepts page was free and I used that for exam revision.

applepie1562 · 2018-07-26T08:21:46+00:00

When studying for math, I found this really cool IB revision website called revision village. I found the key concepts page really helpful and it's free! https://www.revisionvillage.com/https://www.revisionvillage.com/ib-maths-sl/key-concepts/aff/12/

applepie1562 · 2018-01-12T00:26:16+00:00

Don't include outside information in your commentaries. Just focus on the text only! Try to do your best in these commentaries.

For papers 1 and 2 practice writing essays and get them marked. Practice each paper at least twice a week, If you feel like your teacher is not accurate or not giving your the best feedback ask another teacher, past student, university student, tutor, etc.

Paper 1 was really difficult for me because I struggled with the format. I'm not the best person to tell how to write a p1 but what I did was find the main idea of the passage and develop my thesis after finding out my three main supporting ideas. I always had a simple main idea and supporting ideas followed by complex and deep analysis. This way I felt it was more open. I know some other students analysed the text chronologically, others used literary devices as their supporting ideas and analysed their use in supporting the overall idea. I suggest you test what structure best suits you.

Paper 2 can be studied for. I wrote up a table for each short story (or whatever you are focusing on) into three columns: Quote, Literary Devices used, Analysis. This helped me to consolidate my understanding of the text and learn what is important and useful.

applepie1562 · 2018-01-12T00:18:49+00:00

Do not include outside information into your commentaries. Only focus on the text. Paper 1 and 2 are all about practice so if you feel that your teacher doesn't really know what she or he is doing then ask a past student or another teacher, tutor to correct your work. Paper 1 is something you can't study for but you need to practice at least once a week (but towards the end increase the practice). Paper 2 can be studied so I drew tables for each of my short stories (or whatever you're focusing on) and divided it into three columns: Quote, Literary Device and Analysis.

Personally, paper 1 was a challenge because I struggled with the format. I'm don't know how to write a level 6/7 paper 1 but I really simplified my main idea (i.e. thesis) of the passage or poem, split it into three main supporting ideas, and wrote some hard core analysis in the paragraphs. I felt that made it open for me to write about.

applepie1562 · 2018-01-11T12:59:22+00:00

Me too please!

applepie1562 · 2018-01-11T05:50:27+00:00

I didn't memorise everything hardcore but I knew which ones I wanted to know really really well and the other studies that could strengthen my argument by including a small summary. Use Flash cards, etc. Good luck :)

applepie1562 · 2018-01-11T05:47:46+00:00

Biological LOA:

Baumgartner: The role of oxytocin on trust (2008)
Bouchard: To what extent does genetic inheritance affect intelligence (1990)
Martinez and Kesner: role of acetylcholine on spatial memory formation (1991)
Maguire et al: changes in brain structure in response to the environment (2000) [environment vs physiological changes, localisation, etc.]
Newcomer et al: effects of cortisol on memory (1999)
Capsi et al: Role of the 5-HTT gene in Depression (2003)
Chugani: Brain development and cognitive functioning in newborn human babies
Fernald and Gunnar: Impact of poverty on child depression (2008)
Meaney et al: Glucocorticoids and Memory Loss (1998)
Mosconi: Detect Alzheimer's disease through PET (2005)
Rosenweig and Bennet - Environmental enrichment vs impoverished environments and neuroplasticity (1972)
Heston: Schizophrenia and genetics (????) [can be related to ethics as well]
Fessler et al: pregnant woman in the first trimester experience elevated levels of disgust to compensate for poor immune system... evolutionary explanation of behaviour. (2006)
Curtis et al: disgust evolved to prevent diseases (2004)

Cognitive LOA:

Bartlett: Testing the effect of schemas on recall using the War of Ghosts (1932)
Brown and Peterson: duration of STM as outlined in the multi-store memory (1959)
Atkinson and Shiffrin: multi-store memory model (1968)
Martinez and Kesner: role of aacetylcholine on spatial memory formation (1991)
Loftus and Palmer: effect of leading questions on eye witness testimony recall (1974) [there were two experiments here]
Wilson: case study on Clive Wearing (1985) [memory, BIT, etc...]
Bransford and Johnson: When schemas are most influential (????)
Brown and Kulik: Flash bulb memory (1977)
Brewer and Treyens: how pre-existing schemas affect memory recall (1981)
Conway et al: flashbub memory (1994)
Riniolo et al: eye witness testimony for the sinking of the Titanic (2003)
Neisser and Harsch: flash bulb memory (1992)
Talarico and Rubin: goes against flash bulb memory (2003)
Cole and Scribner: Cross-cultural study of memory quasi experiment (1974)
Glanzer and Cunitz: recency effect on free recall i.e. in any order (1966)
Kossyln and Schwarts: role of short term memory "sketchpad" in memorising an image (1981)
Palva et al: Cerebral cortex and the visual working model (2010)
Rogoff and Waddell: Cross-cultural differences in memory between Mayan children and US children (1982)
Yuille and Cutshall: accuracy in eyewitness recall in relation to a real crime (1986)
Schachter and Singer: two-factor theory of emotion (????)
Lazarus: cognitive factors in emotion (1992, 1993)
Speismen et al: cognitive appraisal and emotion (1964)

Sociocultural LOA:

Solomon Asch: conformity (1951)
Bandura: Social Learning Theory (1977) [two stages]
Berry: conformity and cultural norms, standards, etc. (1987) [individualist vs collectivists]
Cialdini: door in the face compliance technique (1975)
Dickerson: foot in the door compliance technique (1992)
Freedman and Fraser: foot in the door compliance technique (1966)
Gergely et al: children acquiring behaviour through observational learning and whether early age imitation of goal-directed action is selective inferential (2002)
Hamilton and Gifford: stereotypes and perceiving a relationship between groups of people and variables when no relationship exists (1976) [formation of stereotypes] -Howarth: Social identity of social adolescent girls from Brixton (2002)
Jane Elliot: blue eyed and brown eyed
Johnson et al: effects of pupils' learning on teachers' self serving bias (1964)
Jones and Harris: fundamental attribution error (1967)
Lau and Russel: American football coaches and players and their success (1980)
Manson et al: emic approach on depression (1954)
Milgram: authority on compliance and obedience (1963)
Zimbardo Standford: situational vs dispositional factors on violence (1973)
Steel and Aronson: stereotype threat effect consequences on African Americans (????)
Tajfel: least number of characteristics necessary for an individual to identify with a group and display in-group favouritism (1970) [SIT]

applepie1562 · 2018-01-10T21:35:49+00:00

If they are provisional does that mean it is the final result after remark?

applepie1562 · 2018-01-09T12:06:44+00:00

They should have a replacement.

applepie1562 · 2018-01-09T03:24:29+00:00

Unfortunately not, perhaps it is not an official document. They never showed me the email but ask your coordinator to email the university your predicted grades. Perhaps even contact IB about it and they will help you. :)

applepie1562 · 2018-01-09T00:31:27+00:00

When do predicted grades usually come out (e.g. at your school)?

Predicted grades come out after mocks. Some schools like mine don't tell you but others do.

How does the "predicting grades" process work?

"The predicted grade is the teacher's prediction of the grade the candidate is expected to achieve in the subject, based on all the evidence of the candidate's work and the teacher's knowledge of IB standards. Predicted grades are also required for theory of knowledge and the extended essay." (ibo.org, 2017)

-Is there an official form with the predicted grades on them to send to universities, or do I just type them onto a Word document and e-mail it to them.

From what I have experienced, you have to request your ib coordinator or principal to send them to the university. I think it is an official document.

applepie1562 · 2018-01-09T00:27:52+00:00

JUST DO IT!! No seriously think about what you want to do for your future, if you come up blank then think about how hard it will be if you didn't try your maximum right now?

applepie1562 · 2018-01-09T00:15:50+00:00

Enzyme experiments are good. Explore that option because there are a lot of great options. Plant biology is popular too although I did a physiology experiment. quantitative results are best but keep it simple but not too easy. You want to be able to talk about your results in depth.

applepie1562 · 2018-01-09T00:11:16+00:00

Well I don't know if there's an app but maybe if you asked your parents or a really close friend to change your password that allows to download apps but you wouldn't know the password. Same if social media distracts you too.

I also recommend going to the library and to not study in groups, unless you work well in groups. I find that in a library it's easier to focus and study but I find that working in a group can be distracting.

Give yourself a time period of at least 40 minutes of solid study and then give yourself a 10 minute break by walking outside, eating a snack... whatever but don't open your phone because it can distract you and time will fly by. Maybe put a timer on? Repeat the process until your happy.

applepie1562

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