ib-english

  • ib student:hey im going to my IB classes
  • ib student:ugh my IB textbook is SO heavy
  • ib student:ugh, im taking 7 IB classes
  • ib student:IB
  • ib student:listen to me
  • ib student:look at me
  • ib student:why are you not taking IB what are you doing with your life
  • ib student:college applications are so stressful
  • ib student:you dont have to do an english commentary ?
  • ib student:I only understand the French I need
  • ib student:Im in IB , I dont have classes with peasants
  • ib student:IB is harder than AP, therefore Im smarter than you
  • ib student:what is AP ?
  • ib student:i had to study so much last night for my IB tests
  • ib student:You dont have to do your HI, EE , or TOK ?
  • ib student:wow you're only taking IB-certificate?
  • ib student:The month of May? Id rather volunteer for hunger games
  • ib student:IM SMART
  • ib student:LET ME READ YOU MY ENTIRE SCHEDULE SO THAT YOU CAN INHALE HOW INTELLIGENT I AM AND BREATHE IN HOW MUCH BETTER I AM THAN YOU
  • ib student:IB
IB Internal Assessments, Written Tasks and other coursework

I was clearing out IB related stuff from my computer (should’ve done so ages ago lol) but I just couldn’t let go of some of the work I spent not hours and days, but weeks and months on. I decided to upload the final versions of the work on Scribd and link them here for any IB students that would like to see a pro’s work  are stuck and want some help on getting started.

My HLs:

  • Biology:
  1. IA: Osmosis (The effect of increasing sucrose concentration on the mass of potato chips)
  2. IA: Enzymes and Inhibition (The effect of copper (II) sulphate on the activity of catalase.)
  • Chemistry:
  1. IA: Energetics (Calculating the enthalpy of combustion for the first five alcohols.)
  2. IA: Kinetics (To determine whether H+ ions in HCl act as a catalyst in the reaction between hydrochloric acid and sodium thiosulfate.)
  • English A: Language and Literature
  1. WT 1: Language and Culture (A blog post discussing Palestinian identity, resistance and other themes that was made in response to an “Israeli hummus” ad.)
  2. WT 2: How and why is a social group presented in a particular way? (An essay on the piece of crap that is Conrad’s Heart of Darkness)
  3. WT 1: Language and Mass Communication (not sent, it’s a talk show script discussing feminism, first ever work in IB so wasn’t my best)
  4. Further Oral Activity (Lang and Culture)  (Prezi about tobacco advertising past and present. My partner and I did most of the work verbally so it may not be very helpful but this was fun)
  5. Further Oral Activity (Lang and Media) (Hated doing this so so much. The god-awful Madeleine McCann case that our school in Oman made us analyze for no reason)
  6. Individual oral was on Carol Ann Duffy's Havisham but I don’t have a copy of that.

My SLs

  • Economics:
  1. Microeconomics commentary (market failure in relation to cigarette consumption, specifically negative externalities of consumption and whether tobacco tax works as a possible solution)
  2. Macroeconomics commentary (discusses the causes and some solutions to recent unemployment in Spain)
  3. International economics commentary (tariffs and protectionism, evaluation, other solutions, etc)
  • Français B: 
  1. Travail écrit (un appel basé sur des articles est des chansons concernant la thème de violence aux femmes et la resistance feministe)
  2. Orale individuel sur les adverse effets de tabagisme et orale interactif sur l'identité Omanaise mais ceux-ci ne sont pas disponibles
  • Mathematics:
  1. Exploration (using differential calculus to model the spread of epidemics, FUN)

Core

  • Extended Essay in Biology (Research Question: To what extent is Miswak more effective than toothpaste in reducing certain colonies of oral bacteria, as observed by inoculation of pre and post usage oral swabs? ~ Spent over a 100 solid hours on this excruciating task. 2 marks off an A but it was still worth it.) 
  • Theory of Knowledge
  1. Essay (response to prescribed title no. 5 in May 2014 examinations:“The historian’s task is to understand the past; the human scientist, by contrast, is looking to change the future.” To what extent is this true in these areas of knowledge.)
  2. Presentation (Main knowledge issue: To what extent do prejudice and belief play into people’s resistance of new scientific knowledge?~ got 20/20 with my brilliant partner ildoctora like hell yeah but most of the work was done verbally so idk if this is any help. Pro tip tho: don’t write too much on presentations)
  • CAS evaluations
  1. Model United Nations (creativity)
  2. Sailing (action)
  3. Tutoring (mostly service)

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Please note:

  • None of this work is perfect. I got 6s and 7s in most of these but undoubtedly there are hundreds of other approaches you could take (and should take).
  • This is intended to be used as a guide or as a way to help you plan your work. If you take out chunks of text or ideas directly it would be considered plagiarism (everyone knows this but just putting it out here)
  • This was written/presented in line with the specific requirements of the syllabi up to 2014 examinations. The IA criteria change often, make sure you use the subject guide for the examinations in your year. (Subject guide is your best friend tbh. It’s a better aid than myself, other IB students and even your teachers.)

You can send me a message if you have any queries regarding this or other IB stuff and I’d be happy to help if I can.

IOC — 4 key things to note.

For your IOC, you will be graded on the following:

A. Knowledge and Understanding of Extract or Work(s) ( /5)
Here you have to show you know what the extract is about, what is going on… basically an accurate description of it. Sometimes background knowledge on the author might help! (But not too much!) What is the significance of the excerpt?

B. Interpretation and Personal Response ( /10)
You need to pick things out and explain the meaning of the quote. Link it back to a central theme? Pick out literary features but do not list it out!

C. Presentation ( /10)
Your IOC should follow a logical structure… must be coherent. Must have a good flow.

D. Use of Language ( /5)
Clear speech, confidence, good vocabulary, no ‘ums’, good grammar and concise speech.