Showing posts with label exam Questions. Show all posts
Showing posts with label exam Questions. Show all posts

Saturday, 29 January 2011

IB Science - Multiple choice questions

Multiple choice questions come up on practically every Group 4 IB subject - be it physics, chemistry, biology, ecosystems, sports sciences and so on....... Hence thats a lot of marks given as a gift - if you know the right techniques ;)!

Firstly, get familiar with the several types of questions:

Sequence type questions


Sequences are best addressed by reading down the first item in the sequence to eliminate the choices and then proceeding across the sequences until you have only one choice remaining.

For example:

What is the correct order of taxonomic categories from largest to smallest?

  1. kingdom--> order--> class--> phylum --> species

  2. species--> order--> phylum--> kingdom--> class

  3. kingdom--> phylum--> class--> order--> species

  4. species--> order--> class--> phylum--> kingdom


Now you have only to choose between the two.  Next look down the second item of the sequence to eliminate the false choice.

  1. kingdom--> order--> class--> phylum --> species



  2. kingdom--> phylum--> class--> order--> species




Finally you have the answer!



  1. kingdom--> phylum--> class--> order--> species




Table type questions


Frequently, it is easier to read down one of the columns and eliminate the items that are not correct.

The questions usually are comparative of structures or functions.

Which of the following shows the correct features of arteries and veins?




























































arteryvein
athick elastic wallthin inelastic wall
bthin elastic wallthick inelastic wall
cthin inelastic wallthick elastic wall
dthick inelastic wallthin elastic wall






























so if you read down you can eliminate:









arteryvein










athick elastic wallthin inelastic wall










bthin elastic wallthick inelastic wall










c


























d
and finally:




























arteryvein



















athick elastic wallthin inelastic wall



Genetics questions


Various type of genetic crosses, pedigrees will be shown here.  How to identify genotypes and inheritance patterns will be illustrated.

Data based question strategies


See the more detailed post on data response questions.

Graphical presentation questions


See the more detailed post on how to interpret graphs.

I, II, III- type


These questions give you  a combination of three or four options.  The best way to attack is to eliminate the options (I, II, III, IV) you know (feel) are incorrect and then eliminate any answers with those options.  Be ready to accept all the options!

Which of the following are required for proper blood clotting?
I.       Release of thrombokinase from platelets and damaged tissues
II.     Damage to leucocytes
III.   Prothrombin in the plasma
IV.    Fibrinogen in the plasma
A. I only
B. III and IV only
C. I, III and IVonly
D. I, II, III and IV

Since leucocytes are not involved in blood clotting, this option is not required so any answer choice with II is wrong- eliminate D.

Since thrombokinase, prothrombin and fibrinogen are all needed, then C is correct answer.

Image interpretation


The IB will present diagrams, drawings and electronmicrographs in questions.  You will be asked to interpret the image for knowledge about specific details:

-- structure and function of organelles

-mitochondria

-- structure and function of  cells- acini, epithelial (microvilli)

-- prokaryotic vs eukaryotic cells

-- plant vs animal cells

You should be able to accurately measure and calculate the magnification or actual size given relevant information.

Other images to interpret:

-- organs or systems- structure and function

-- food chains, pyramids, cycles

-- metabolic pathways and processes

-- DNA profiles, karyotypes, pedigrees

 

IB Biology - Quick Study Tips

A brief glossary to trigger your memory


-A-

-ASE = enzymes (lactase acts on lactose, lipase acts on lipids)

Axons carry impulse Away from the cell body.

Arteries carry blood Away from the heart.

Active TransPort needs ATP,

Active transport goes  Against the grAdient

Alpha cells in pancreas produce glucAgon to increAse blood sugar levels

"Animals are made of cells" said T Schwann (swans are animals)

Anion is A Negative Ion

-B-

B lymphocytes clone to make plasma cells which make antiBodies against specific antigens


-C-

Cations - Ca is a + ion

Constriction by Circular muscles Contracting - in the arteries when in the Cold, in the iris when in the dark

C and G always have 3 (cytosine and guanine pair up with 3 H bonds in DNA and RNA)

-D-

Diffusion is always Down a concentration graDient

-G-

GA for Gene HbA, GAG in DNA sense strand, GAG in mRNA,  Glutamic Acid in Haemoglobin - for Sickle Cell anaemia.  (see STUV)

-Gen = creation of  (glycogen, fibrinongen, oestrogen)

GlucagON turns sugar ON (increase blood sugar levels by breaking down glycogen to glucose)

-H-

sHort day plants are inHibited by active Pfar-red


-I-



I D-  Insulin Dependent is Diabetes type I

I I- Insulin Immune causes Diabetes type II


-In = proteins (insulin, haemoglobin, pepsin)


INsulin makes glucose go IN to cells (liver and muscles to be stored as glycogen or to be used in respiration)-

Insulin made by Beta cells- (think IB!)

 

-L-

Ligaments hold bones to bones in joints- think about knee injuries

Lagging strand has 3 G's, is 3 prime to 5 prime strand,  has 3 DNA enzymes (DNA polymerase I and  III,  DNA ligase + RNA primase) and replicates DNA in fragments

-M-

Matrix in the Mitochondrion- (see S for stroma)

-O-

-ONE = steroid hormones (progesterone, oestrogen, testosterone)

-OSE = sugars (glucose, sucrose, amylose or starch, cellulose)

Oval window in ear is shaped like a stirrup

Oxygen is made early in phOtosynthesis- photolysis of water in early in LDR and is used late in respiratiOn- electron acceptor at end of electron transport chain

-P-

Photosynthate in the Phloem

Photosynthesis uses NADP/ NAPH+H         (not NAD / NADH+H)

Progesterone : Pro = in favour of , gester = pregnancy, -one = steroid hormone

-R-

Ringer - characteristics of living things (Reproduction, Irritibilty, Nutrition, Growth, Excretion, Respiration)

BohR shift- low pH curves shifts to the Right

-S-

SenSe strand is like the meSSage used to make the  the rubber stamp which is like the antisense strand that is replicated to make the SenSe strand which is the meSSage used to make the rubber stamp to make the meSSage......

STUV- for Sickle Cell anaemia

Gene Hb S, GTG in DNA sense strand, GUG in mRNA, Valine in         Haemoglobin S  (seeGA)

STroma in a chloroplaST- (see M for matrix)

-T-

Tendons hold muscles to bone- think Achilles tendon in ankle.

Transcripition of the anTisense strand of DNA

anTicodon is on t- RNA- same order as anTisense strand of DNA

-V-

Veins have Valves

-W-

WXYZ-

Water in the XYlem (sounds like Zylem)

-Y-

thYmine and cYtosine are pYrimidines (so is uracil)

-2-

2  genetically identical cells made by Mitosis (mi two  sis)  

-3-

3 H bonds between cytosine and guanine (3 rhymes with C and G)

3 g's in LAGGING strand, 3 DNA enzymes work on the 3 prime to 5 prime of lagging strand in  DNA replication making Okazaki fragments

-5-

5 prime to 3 prime direction for replication of new DNA strand and transcription of RNA andtranslation of mRNA to polypeptide.  This is because the 5 prime carbon ( 5 like fingers on your hand) of nucleotides has  phosphates  which bond to the 3 prime carbon of next nucleotide (3 like the 3 bumps on your elbow)

-23-

23 is haploid number of HUMAN gametes (sperm and ovum have one set of chromosomes)


-46-

46 is diploid number of HUMAN cells (somatic cells have two sets of chromsomes)- other organisms have different numbers of chromosomes

IB Biology - Data based question strategies

Data-based questions come up on Paper 2 and 3 all the time. Make sure you study the graph or information given at the start of the question.

Interpretation of graphs & Relationships


Being able to interpret graphs is a skill that you will need for the exams.

The first step is to identify the scales and axes, looking at the units.  Are the scales linear or log scales?    You must show the units in your answers.

After this, pay attention to the lines and relationship of the data:

Are the lines linear (straight?) what is the slope (gradient)?  Positive or negative?  Do the lines cross?  At what point?

Are the lines non-linear?  What is the relationship-  exponential, plateau, inverse, S cureve, hyperbolic, root function?

If you're finding difficulties in doing this, check out how to establish a relationship from a graph.

Sometimes the data does not show a simple relationship.  For example, here are a collection of past paper data base questions.

Calculations


Be sure to give the units in your answers as shown in the graphs and tables.  This may seem complicated but just copy everything after the "/" on the axes or in the heading of tables.  You will lose 1 mark for omitting the units! No reason to throw away a mark when PhewStressit is given to you!

Monday, 6 December 2010

IB Business Management Task: Examining Hitler as a Leader

Examining Hitler as a leader

Hitler was quite an autocratic leader, as he is infamous for his ability to make a large mass number of people follow his orders and decisions.

WHAT MAKES HIM AN AUTHORITARIAN (AUTOCRATIC LEADER)?



  • Hitler did not consult the German people for decisions, and people had no rights to oppose the laws of the Nazis. This shows that Hitler was definitely not a democratic type of leader.


EXAMPLE: Hitler did not consult the people of Germany whether he should exterminate all the Jews during the Holocaust; it was mainly based on Hitler’s strong anti-Semitic ideas. (http://en.wikipedia.org/wiki/The_Holocaust)

  • Hitler is not known for delegating tasks to other people, actions are done based on his own judgment. This shows that Hitler did not adopt a ‘laissez-faire’ type of leadership style as he sought to control every aspect of people’s life.


EXAMPLE: Hitler always had to be in charge of the affairs in Germany, he had to be in control of everything. This is shown in the Hitler Youth groups; where youths were taught follow the rules of Nazism.

  • Hitler told the people of Germany exactly what to do, for example people were ordered to join the Nazis and help the Nazi cause, like exterminating the Jews.


 

Why was he a good leader?



  1. Hitler was a good orator; his oratory skills were effective in persuading people to do what the Nazi’s wanted. Hitler had the skills that allowed many people to follow him, which is good for management and leadership.

  2. Hitler was quick to make decisions, he was not democratic so therefore decisions were made quickly, and because he had a lot of support they were obeyed.

  3. Hitler kept people disciplined, if he had a laissez faire type of leadership it would make his position as leader of Germany vulnerable as it didn’t keep people restrained.

  4. People believed in Hitler, and what he said was always seen as rational as Hitler had a large amount of support.

  5. Hitler’s style of leadership made people want to reform to his ways better, for example they all attended his Nazi-run organizations. This continued the support they have for him, and also it is good for self improvement for people. This is a good style in management as well, because it encourages staff to continually improve.


 

IMPROVEMENTS FOR HITLER AS A LEADER


 

  • A disadvantage for autocratic leadership is that many people tend to be de-motivated because the leader is not always amiable. Hitler controlled people out of fear, so therefore I think that Hitler should have been more democratic to keep his support, as many people had complaints about the Nazi state.

  • Situational leadership might have been good for Hitler as well, as it means that he was not always autocratic but instead democratic when needed. This would keep people disciplined AND have his continued support.


Hitler’s influence on others and their achievements


 

  • Hitler was effective in influencing a large section of the German population; people often followed his decisions because his influence was great.


-  People were quick to join Nazi-run organizations to become the “ideal German” where they learnt racial differences between Jews and non Jews and also Nazi ideology.

- Hitler created a very strict atmosphere in Germany where people were made to obey the laws; people often achieved a lot to satisfy the needs of the Nazis.

 

 

 

Monday, 25 October 2010

Essay Prompts

Some Essay Prompts



  1. In his introduction to William Golding's novel, novelist E.M. Forster suggests that Golding's writing "lays a solid foundation for the horrors to come." Using Forster's quote as a starting point, discuss how the novel foreshadows the murders of Simon and Piggy. Focus on two events or images from the novel's earlier chapters and describe how they anticipate the novel's tragic outcome.Answer: The weather on the island grows increasingly more hostile and ominous as the novel's plot unfolds, Piggy's name suggests that he will be killed like an animal, and so on.

  2. Many critics have read Lord of the Flies as a political allegory. In particular, they have considered the novel a commentary on the essential opposition between totalitarianism and liberal democracy. Using two or three concrete examples from the novel, show how the two political ideologies are figured in the novel, and then discuss which of the two you think Golding seems to favor.Answer: The contrast between Ralph's group on the beach and Jack's tribe at Castle Rock represents the opposition between liberal democracy and totalitarianism. Golding presents the former as the superior system, demonstrated by the success of the assembly among Jack's group of boys and the ordered system that prioritizes the ongoing signal fire on the mountain, tactics that ensure the welfare of the entire group. Note, though, what happens in both groups over time.

  3. Names and naming are important in Lord of the Flies. Many characters have names that allude to other works of literature, give insight into their character, or foreshadow key events. Discuss the significance of the names of, for instance, Sam and Eric, Piggy, and Simon. What does the character's name say about him and his significance? Use external sources as necessary.Answer: Piggy's name, for example, indicates his inferior position within the social hierarchy of the island and foreshadows his eventual death at the hands of Jack's tribe. Simon was the name of Peter in the Bible. Jack might be named after John Marcher in Henry James's story The Beast in the Jungle, and so on.

  4. Two major symbols in the novel are the conch shell and The Lord of the Flies (the pig's head on a stick). Analyze one or both of these symbols in terms of how they are perceived by the boys as well as what they symbolize for the reader.Answer: The conch shell represents liberal democracy and order, as endorsed by Ralph and Piggy. The Lord of the Flies tends to represent an autocratic or a primitive order. Note the "exchange" of these objects at the novel's conclusion when the conch is smashed in Jack's camp and Ralph uses part of the Lord of the Flies as a weapon.

  5. The children stranded on the island are all boys, and female characters are rarely discussed. How does this matter for the novel?Answer: Gender difference is not explicitly discussed or represented in the novel, although femininity is symbolically present in the novel's representations of nature. Some of the male characters are "feminized" by the other boys when they are considered un-masculine or vulnerable. In a boys' choir, many boys have high voices that can sing parts normally reserved for females. It is unclear whether Jack's tribe would have become so violent (and nearly naked) if girls of the same age were on the island.

  6. At the end of Chapter Eleven, Roger pushes Jack aside to descend on the bound twins "as one who wielded a nameless authority." Focusing on this quotation, discuss Roger's actions in Chapter Eleven in relation to Jack's power and political system.Answer: Roger's actions towards the twins are unauthorized by Jack, indicating that Jack's own authority is under threat. Golding hints at a shift in the power system among Jack's tribe, which highlights the inherent flaws in Jack's system of military dictatorship.

  7. Jack gains power over many of the boys by exploiting their fear of the mythical beast. How does Jack manipulate the myth of the beast to legitimize his authority?Answer: Jack exploits the boys' fear of the beast to usurp leadership from Ralph, who stresses a rational approach to the presumed evil presence on the island. Within Jack's tribe, the beast continues to have a powerful symbolic and political significance among the boys, uniting them and ensuring their loyalty to Jack's leadership. When Jack first attempts to break away from Ralph's tribe, his authority is not recognized, but as the boys' fear of the beast increases, an increasing number defect from Ralph's group to Jack's, where the existence of the beast is not only acknowledged but is a central fact of day-to-day life.

  8. By Chapter Three, the boys are divided into two groups: the older boys and the younger boys or "littluns." What role do the littluns have to play?Answer: Consider especially the distinction between savagery and civilization.

    What happens with the "littluns" registers the increasing brutality on the island. The earliest examples of violence in the novel are directed against the littluns, acts that foreshadow the violent events of later chapters. Moreover, characters who are kind to the littluns tend to remain most closely associated with civilization throughout the novel.

  9. The novel's narrative action draws an increasingly firm line between savagery and civilization, yet the value of each becomes an issue in the conclusion, when Jack's fire saves the boys. Using these terms, what is the novel suggesting about human nature, evil, and human civilization?Answer: The naval officer is a military figure, which reminds the reader that "civilized" societies also engage in violence and murder. Evil seems to be a force that threatens human nature and human civilization--from within. Still, evil is associated primarily with savagery and the worse part of our natures.



How does the novel reflect the Cold War and the public's concerns about the conflict between democracy and communism? Does the novel take a side? (Remember to cite all of your research sources in your bibliography.)


Answer: The Cold War was primarily between the democratic U.S. and its allies on the one hand, and the communist U.S.S.R. and its allies on the other hand. The initial events of the novel, following a group of boys in the aftermath of a terrible nuclear war, reflect and capitalize on widespread anxiety about the arms race for destructive atomic weapons. Ralph comes to represent the West and its values, while Jack comes to represent the enemy.


 


Link to GCSE Styled Questions

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GCSE Styled Questions: Lord of the Flies

GCSE styled question:


At the start of the novel, we are told:

"Ralph and Jack smiled at each other with shy liking"

Yet by the end, they are mortal enemies. What happens to ruin their friendship?

 

For a GCSE English Literature Exam, you will typically be expected to spend around 45 minutes on this, so you could perhaps plan your time by leaving:


  • Ten minutes planning your answer;

  • Thirty minutes writing your answer, and;

  • Five minutes checking your answer.



Remember also that when you make a point, you need to support it with a quotation and then explain exactly how the quotation highlights what you want to show.

You could perhaps follow this structure to brainstorm for this particular sample question:

Introduction - Discuss the quotation in the title. It occurs just after the first vote for chief in Chapter 1. What does it show about them?

 

 

 

 

 

 

Paragraph 1 - Look at Chapter 3, when Ralph builds huts while Jack hunts for pigs. What does it show about Ralph and Jack's priorities? Are they still together?

 

 

 

 

 

 

Paragraph 2 - Discuss what happens in Chapter 4 when Jack lets the fire go out when he goes hunting and a ship sails by. What impact does this have on the friendship?

 

 

 

 

 

 

Paragraph 3 - Examine how Jack undermines Ralph's authority more and more, such as when he rejects the law of the conch and other rules on the assembly in Chapter 5.

 

 

 

 

 

 

Paragraph 4 - Comment on Chapter 9, when Jack sets up his own tribe and Simon is killed in the 'dance'. What has happened to Ralph and Jack's relationship now?

 

 

 

 

 

 

Conclusion - By the end, Jack is in control of the fort and of all the boys. He wants Ralph dead. What does this show about the differences between the former friends?

 

 

 

 

 

 

Now, a sample Answer:

Ralph & Jack are friends at the beginning of the novel. They are among the oldest boys on the island and have a certain amount of prestige right at the start: Ralph found the conch and gathered all the boys together - immediately earning him everyone's respect; and Jack is the leader of the choir and was head-boy at school. They both want to be chief, but Ralph is elected leader by popular vote. However, he is diplomatic enough to know that Jack needs an important role, so he asks him to be the leader of the hunters. This perhaps is what brings them to look at each other with a 'shy liking' as each has gained an honourable position of authority and know that they will have to work together in the future.

Almost immediately, however, Ralph & Jack appear to have different priorities. Ralph is keen to work towards their survival and eventual rescue by building shelters and keeping a fire burning, whilst Jack is intent on killing a pig for food. And, whilst Ralph works for the good of everyone, Jack only does this because he enjoys hunting, and 'a compulsion to track down and kill that was swallowing him up.' 'Swallowing him up' suggests that he was completely consumed with this desire - and we later see how he allows this burning desire to get in the way of things he should be doing (such as helping to build shelters). This causes some disagreements as Ralph resents having to do all the work with only Simon to help. However, at this stage, Ralph & Jack still try to remain friends and go bathing together - but they do so 'baffled'  'in love and hate' as if aware and uncomfortable about the potential friction between them.

Furthermore, when Jack and his choir leave the fire to hunt, a 'high barrier' of distrust grows between the two leaders. The 'hunters' successfully bring back a dead sow, but during the chase the fire goes out and a ship sails by. Ralph is furious - and even more agitated when Jack doesn't seem to see the gravity of the situation.

At this point, Jack apologises, as if that would make everything better, but Ralph knows that the chance of rescue has gone, and brusquely orders him to build another fire. 'So Ralph asserted his chieftain-ship... Jack was powerless and raged without knowing why.' From this, we find that Ralph also has a desire for power within him, and is glad to have gained the upper hand. Jack, on the other had, is enraged for having been shown up on the day he thought he'd be a hero for having provided meat - and wants to get his own back.

The idea of a Beast keeps Ralph & Jack together as a team perhaps for longer than they may have been otherwise. Both fire this common enemy, but react different to the threat. A discussion about what to do with the Beast degenerates into a shouting match between Ralph & Jack, ending with Jack denouncing Ralph's leadership by shouting 'Bollocks to the rules!', and running off from the assembly. Not only does his slang language show his lack of respect for the order Ralph is trying to keep up, it also undermines Ralph's authority and encourages others to do the same.

Ultimately, Jack rejects Ralph's rule entire, saying at the next assembly that 'I'm not going to play any longer'. This expression shows a degree of immaturity as Jack seems to perceive life on this island as a 'game'. In contrast, Ralph is shown to be more mature and practical when he tries to call him back, knowing that a split would be dangerous. However, perhaps due to their young age and incomplete development of character, Ralph is unable to persuade him to see the logic, and Jack sets up his own tribe on the other side of the island.

Most boys are tempted to join - or are bullied into doing so - and even Ralph and Piggy become caught up in the 'dance' that leads to Simon's death. Yet Ralph is full of guilt for the 'murder', whilst Jack seems completely unaffected. He is shown to become utterly absorbed in killing, whilst Ralph is still struggling to do the right things for everyone's benefit so they can get rescued.

Once Jack obtains possession of the fort, it becomes clear that any pretense of doing things for other has completely dissipated - all he wants to to win as much power as possible. When Piggy dies, Jack has no remorse at all: instead he celebrates - 'I'm Chief' - and hurls his spear at Ralph 'viciously'. Ralph escapes, but knows, ironically that there 'was that indefinable connection between himself and Jack; who would never let him alone; never'.

Hence, the connection is that Ralph & Jack have both been leaders and show properties of a natural leader in their personality. Consequently, there has been a near constant one-upmanship battle between them. And now, having the majority of the children on his side, Jack wants to make sure of his supremacy. His power-hunger has apparently triumphed over Ralph's selfless desire to help everyone on the island to be rescued and ruined their friendship. This play of power and friendship seems to reflect our modern society and shows the danger of a desire to gain power. Yet this novel ends on a bittersweet note: Ralph is able to re-assert his power at the very end of the novel - when the naval officer asks who is in change, Ralph convincingly answers 'I am'.

 

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