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OXFORD IB PREPARED

MATHEMATICS:
APPLICATIONS AND
INTERPRETATION

I B D I P LO M A P R O G R A M M E
Sergey Bylikin
Brian Murphy
Developed in cooperation with the IB

Offering an unparalleled level of assessment support, the IB

Prepared series has been developed in cooperation with the
IB to provide the most up-to-date, authentic, and authoritative
guidance on Diploma Programme (DP) assessment.

With numerous educational resources being published each year to support

IB curriculum assessment, it can be challenging for teachers to find time to assess each
resource for suitability and accuracy. To help, Oxford University Press co-publishes IB Prepared with
the IB, providing you with peace of mind that each volume:

l is aligned fully with the current IB curriculum

l has been reviewed by IB subject matter experts and presents accurate assessment support
l offers high-quality guidance and support for IB teaching and learning
l is written by expert and experienced IB educators
l has been approved by the IB as appropriate for IB World Schools

OXFORD IB PREPARED

ENGLISH A:
LANGUAGE AND
LITERATURE

I B D I P LO M A P R O G R A M M E
Sergey Bylikin
Brian Murphy

OXFORD IB PREPARED OXFORD IB PREPARED

MATHEMATICS: MATHEMATICS:
ANALYSIS AND APPLICATIONS AND
APPROACHES INTERPRETATION

I B D I P LO M A P R O G R A M M E I B D I P LO M A P R O G R A M M E
Sergey Bylikin Sergey Bylikin
Brian Murphy Brian Murphy
 l explains precisely how marks are gained or
What is IB Prepared? lost
IB Prepared is a series of Diploma Programme l givesadditional guided practice for each
(DP) assessment support books that provide assessment component
a solid framework for essential knowledge,
l offersguiding questions, activities and
advice, and practice needed for standard level
assessment tips to help students to uncover
(SL) and higher level (HL) assessments for most
the most important tools for exam success
IB DP subjects.
In the final section of the book, there
This series is firmly grounded in the
are complete sets of practice SL and HL
pedagogical principles of the IB and reflects
examination papers with answers to monitor
the value of using a concept-based and inquiry
students’ progress and boost their confidence.
approach to teaching and learning.

IB Prepared is a stand-alone resource which

can be used to support other classroom course Formats
materials. It can also be used by students for
All IB Prepared titles are available in the
individual study and revision.
following formats
1. Print
How is each book structured? 2. Online, facilitated via a unique code, which
Each title in the IB Prepared series provides is sent in the mail
a review of the Approaches to Learning and
course content related to assessment.

Each chapter:
l explains
clearly for each topic what students
should know and be able to do
l provides
detailed explanations of each
assessment component
l describes
all assessment types and
procedures
l givesadvice on best practice and concrete
strategies to avoid common errors
l providesannotated SL and HL sample
student answers and responses for all
assessment components
l showsdetailed examiner feedback on all
assessment samples
Why use IB Prepared?
Offering an unparalleled level of assessment support, the IB Prepared series offers an
abundance of tools and features to facilitate effective exam preparation.

Guidance on utilizing
Feature
the resource
The introduction in each IB
1 TOK: AN OVERVIEW Prepared resource provides an

1
explanation on how to utilise
TH E A I MS OF T H I S B OOK the book, the subject-specific CELL BIOLOGY
The primary aim of this is book is to help you and your teacher
command terms and an overview
navigate your way through the two final assessment tasks for TOK,
with an emphasis on the skills and qualities needed. However, this
book also recognizes that the importance of TOK goes beyond a final
of the assessment objectives. 1.1 IN T R O D U CT IO N TO CEL LS
set of grades and that the skills and qualities required will continue
to be useful a long way beyond your study of the IB Diploma
Programme. Ultimately, it will help to build skills and qualities in you You should know: You should be able to:
that will be useful for many years to come. ✔ all living organisms are composed of cells. ✔ discuss exceptions to the cell theory, including
striated muscle, giant algae and fungal hyphae.
✔ unicellular organisms consist of only one cell
This book is written primarily with you as students in mind, but it that carries out all functions of life in that ✔ draw cells as seen under the light microscope.
should also be of use to teachers who are also learners. The aim is that organism.
✔ describe functions of life in Paramecium and a
it can help you as a way of navigating the course and then explicitly ✔ cell size is limited by the surface area to volume named photosynthetic unicellular organism.
support the final assessments. ratio of the cell.
✔ calculate the magnification and actual size
There are three main sections in this book: ✔ in multicellular organisms, specialized tissues of structures and ultrastructures shown in
•
•
an overview of the areas of knowledge (AOKs) and the themes
the writing and assessment of the essay
The aims are clearly outlined at can develop by cell differentiation.
✔ differentiation involves the expression of some
drawings or micrographs.
✔ explain the limitations of a cell having a large

the beginning of each chapter

genes and not others in a cell’s genome. volume and small surface area.
• the writing and assessment of the exhibition.
✔ multicellular organisms have properties that ✔ describe the therapeutic use of stem cells to
Table 1.1 gives an overview of the two assessment pieces associated emerge from the interaction of their cellular treat Stargardt disease and one other example.
with the course.
and include an overview of what components.
✔ stem cell division and differentiation is
✔ discuss the ethics of using stem cells.
Internal or Marking Focus Percentage
external
assessment students should know and be necessary for embryonic development.

TOK exhibition Internal The exhibition Themes 33%

assessment (IA) is marked by
teachers and
moderated by
able to do. The ultrastructure of cells is
studied in Topic 1.2. The process
All living organisms are formed of cells. Unicellular organisms
are formed of only one cell that performs all the functions of life
(nutrition, metabolism, growth, response, excretion, homeostasis and
the IB of cell respiration is studied in
reproduction).
TOK essay External
assessment
The TOK essay
is marked by
examiners
Areas of
knowledge
67%
Topic summaries focus on Topics 2.8 and 8.2. Nutrition is
studied in Topic 6.1 and metabolism Multicellular organisms are composed of many cells that become
specialized by differentiation, forming different tissues. These tissues
in Topic 8.1.
employed by
the IB the main points of the sub- form organs which together make up organ systems. In order to
differentiate, cells must express different genes and therefore produce
different proteins. All cells in an organism have the same genetic
units. They provide the basic
Table 1.1 Summary of TOK assessment pieces
cilia material, but if some genes are expressed and others are not, the
resulting cells will be different.
contractile vacuole
TH E B A S IC S OF TOK definitions and cover all the key plasma membrane • Cells are the basic units of life. • Differentiation is the change in a
cell to become more specialized.
nucleus • Emergent properties are properties
TOK is about exploring knowledge. However, to provide a more contents on which students may cytoplasm
food in vesicles
that appear in a complex system (or
an organism) but do not appear in the
• Stem cells are cells that are capable
of differentiation.
accessible structure for you the major focus is on two fundamental individual units.
structures of TOK, called the areas of knowledge and the themes. Each of
these is focused on a specific assessment task. To look at these in depth, be examined. Paramecium
the knowledge framework is used, which is made up of knowledge Example 1.1.1.
questions. To ensure that there is coherence in the course there are TOK Figure 1.1.1. Paramecium is a
concepts which you will recognize as ideas that run throughout the unicellular organism that obtains its The micrograph shows onion epidermal cells seen under the light
course. These parts will now be introduced in more depth. food from the environment, digesting it microscope with a magnification of ×400.
in food vacuoles a) (i) Label the nucleus of one cell.

6 2

IB Prepared Theory of Knowledge IB Prepared Biology

Annotated sample
Feature
student answers There are an abundance of
assessment questions and sample
student answers with advice on
how to best approach the questions
to ensure learners understand
assessment requirements and avoid
common errors.
Annotated student answers provide
students with practice opportunities
and useful feedback.

Correct answers in the sample

student response are highlighted in
green and incorrect or incomplete
answers are highlighted in red.
Positive or negative feedback on the
student’s response is given in the
green and red pull out boxes.
These examiners’ comments will help
students understand how marks
may be scored or missed.

IB Prepared Psychology
 Feature
c OPTION C: EXTREME ENVIRONMENTS
Test yourself
C.5 Describe how natural cycles
affect glaciations. [3]
C.6 Briefly explain how albedo
changes lead to changes in the
amount of ice present. [2]
C.7 Suggest how human
activities influence glacial
advances/retreats. [3]
C . 2 P H YS I CA L P R O C ES S ES A N D L A N D S CA P ES
• Diurnal – during the course of
one day.
Concept links can be found
throughout some of the IB
Prepared resources.
Concept links connect the
content of the chapter to the
key content in the syllabus.
Concept link
PROCESSES: Natural processes
shape environments, with
landforms being created in
arid and glacial environments.
Change occurs as a number
of these processes take
place simultaneously. There
are different rates of change
depending on the environment
and the feature being formed in
the landscape.
Assessment tip
An annotated diagram can be
used to show the formation and
shape of glacial features.
38
IB Prepared Geography
Feature Content links
IB Prepared Mathematics: applications and interpretation
Concept links
C.2 PHYSICAL PROCESSES AND LANDSCAPES
• the “tilt” of the Earth Glacier transport
• the “wobble” of the Earth’s axis. A glacier’s load can be carried:
In addition, there are changes in: • subglacially—under the glacier
• the distribution of land and sea • englacially—within the glacier
• reflectivity (albedo) • supraglacially—on top of the glacier.
• tectonic activity
Glacial deposition
• human effects (anthropogenic impacts). Terminal moraines mark the maximum advance of a glacier. A good
The past and present distribution of glacial and periglacial example of terminal moraines is the Franz Josef terminal moraine in
environments in the northern hemisphere is related to these very New Zealand.
long-term changes in climate. Lateral moraine refers to the moraine carried at the side of a glacier. Much
of the material comes from loose weathered rock from the valley sides.
Test yourself
Medial moraines occur when two glaciers meet. The two lateral
moraines that meet subsequently flow as one medial moraine in the C.8 Distinguish between lateral
middle of the enlarged glacier. and medial moraine. [2]
You should be able to show how physical processes create Erratics are rocks that have been deposited in an area of different
C.9 Explain how erratics can
unique landscapes in extreme environments: geology. They have been eroded by ice, transported and deposited.
be used to analyse glacial
✔ Glacial processes of erosion, transport and deposition, and
landscape features in glaciated areas, including cirques/corries, Periglacial processes of freeze-thaw, solifluction and frost
movement. [2]
lakes, pyramidal peaks/horns, arêtes, glacial troughs, lateral, heave, and periglacial landscape features
medial and terminal moraine and erratics;
The main periglacial processes include freeze-thaw weathering,
✔ Periglacial processes of freeze-thaw, solifluction and frost solifluction and frost heave.
heave, and periglacial landscape features, including permafrost,
thermokarst, patterned ground and pingos; Freeze-thaw weathering is common and effective at breaking
down rocks in many periglacial areas due to the number of
✔ Physical and chemical weathering in hot, arid environments, and
freeze-thaw cycles every year. This leads to repeated freezing
erosion, transportation and deposition by wind and water; and thawing, especially in spring and autumn, and leads to the
✔ Hot, arid landscape features, including dunes, wadis, rock breakdown of many jointed rocks.
pedestals, mesas and buttes. Solifluction literally means flowing soil and this is one of the
main ways that weathered material is transported downslope.
It is a slow movement, occurring at speeds of between 1 cm per
Glacial processes of erosion, transport and deposition, day and 1 cm per year. Water can soak into the ground, but only
and landscape features in glaciated areas as far as the impermeable permafrost, and it carries particles
of soil with it as it flows along the permafrost. Figure C.2.1. Frost heave of soil
Processes in extreme environments: Glacial environments
Frost heave is a process in which water that freezes lifts soil particles
Glacial erosion and associated processes consist of a number of
(peds) and stones within the ground upwards towards the surface.
different actions. Scree slope Content link
• Abrasion is often called the “sandpaper effect”. Freeze-thaw weathering and
solifluction are discussed in the
• Plucking (or quarrying) is the ripping out of material from the
context of geophysical hazards in
bedrock. Patterned
Tor
ground option D.1.
Types of glacial erosion Braided
rivers
• A pyramid peak is formed when three or more arêtes converge.
• A ribbon lake is a long lake found in a trough often formed as a
result of damming by moraine.
• A corrie is an armchair-shaped hollow formed by freeze-thaw
weathering, abrasion, plucking, and the rotational movement of ice.
• A glacial trough is a steep-sided and relatively flat-floored valley,
formed by many cirque glaciers and valley glaciers.
Solifluction lobes
• An arête is a sharp ridge formed by freeze-thaw weathering and and terracettes
the retreat of cirques. Pingo
Asymmetric slope Figure C.2.2. Periglacial landscape features
39
Content links are embedded
throughout the chapters of some
of the IB Prepared resources. They
provide links to relevant content
such as other chapters of the book
or the subject guide.
 Feature Approaches to Learning boxes

STANDARD LEVEL INTERNAL ASSESSMENT (INDIVIDUAL ORAL)

Assessment tip 7 EVALUACIÓN INTERNA: ORAL INDIVIDUAL (NM)

ment Working out the topic and sub-topic
Reflexión Recomendaciones prácticas para abordar el oral individual
tant Look at the photograph opposite. The theme is Human
vel ingenuity but what might be the topic of this visual En esta sección exploraremos paso a paso las tres partes del oral:
nsure stimulus? Entertainment? Artistic expressions?
Communication and media? Technology? Scientific
In some of the IB Prepared Conocer sobre el texto visual
y sus características te
la presentación, la discusión sobre la presentación y la discusión
general. Incluiremos recursos lingüísticos que puedes utilizar y
podrá ayudar para estar muy recomendaciones prácticas que te ayudarán a llevar tu oral individual
resources you will also find
innovation?
preparado para la primera parte ¡al siguiente nivel!
ndividual What might be the sub-topic of this visual stimulus? de tu oral. ¡El siguiente paso es
The answer to this question will depend on your own la presentación en directo! Parte 1: Presentación
interpretation of the visual. In this instance, it could be:
women in science, innovation in the life sciences, genetic
Approaches to Learning activities
which help students develop a
engineering or any other related sub-topic you have
enough ideas to talk about. Conceptos
Having identified the topic, you can then prepare your Recuerda que necesitas que tu

variety of learning strategies.

detailed presentation. In the actual examination, you presentación sea clara y que
should spend most of your preparation time interpreting el mensaje transmitido tenga
the information in the visual and deciding what it means. significado. El propósito de
tu presentación es explotar
el estímulo visual de forma
h the What do I have to do in the Individual oral assessment? efectiva. El contexto de tu
s of the comunicación es la situación
The internal assessment has the following sections. de examen y el receptor será tu
ich topic
may have profesor(a), luego un moderador
Supervised Action Notes del IB. Recuerda utilizar una
preparation time
variante consistente, ya sea
15 minutes • Your teacher will give you two • You will not know in advance
visual stimuli. which visual stimulus or which cuando utilices la variedad
• Each visual stimulus is labelled theme you will have to present. diatópica que hables o con el
tity
with a different theme from the • During the preparation time, you uso del registro/tono.
course. will be supervised. A continuación, vas a observar cómo podrías estructurar la
• You choose one of the visual • During the preparation time you presentación. Cabe destacar que es solo una sugerencia y que si
stimuli and prepare a relevant may not use any other course incluyes todos los elementos discutidos, puede haber muchas versiones
ions
presentation. materials, notes, dictionaries Habilidades de

• Think carefully before you decide
which one to present and talk
about.
• Always pick the stimulus you
have the most to talk about.
• You will be given a blank sheet
of paper and can make up to
ATL
que funcionen.
There are five broad categories
(in any form), computers, mobile
phones, etc. autogestión
• Never simply read aloud your
Vamos a imaginar que has elegido el estímulo en la página anterior
10 bullet-points as a prepared y ya has hecho el análisis que hemos mostrado después (título,
Habilidades afectivas
of ATL skills: thinking skills,
speech. conocimiento previo, experiencia propia, tus interpretaciones o ideas
Es muy importante que iniciales, análisis del contenido de la imagen: estructura, sujeto(s),
antes de comenzar el oral, te interacción con el receptor y función).
communication skills, social
Research Skills
ATL

n 10 points in bullet-point form. encuentres tranquilo, cómodo y

• Use these points to structure con confianza. Esto te ayudará Cómo compartir el planeta
your presentation. The Individual oral assessment durante el examen para poder

vironments
Part 1:
Presentation
Action Notes
Study the photograph above. Do
you think it is a good example of skills, research skills and estar relajado y concentrado.
Habilidades organizativas
3–4 minutes • You should describe the visual • In this part, the teacher will how a teacher should conduct an

sub-topics.
stimulus and relate it to the
relevant theme and Anglophone
culture(s).
• At four minutes, if you have not
ences) • You should express your opinions
on the ideas implied in the visual
ading”, stimulus.
• You should come to a conclusion
about the contents of the visual
stimulus.
assess your presentation skills.
finished your presentation, your
teacher will ask you to move on to
the next part.
English B standard level
oral assessment?
self-management skills. Gestiona bien tu tiempo, así
podrás tener un desempeño
efectivo e incluir todo lo que
Spot the mistakes. What debes en la presentación.
improvements would you
suggest to both the teacher and
the student? Recuerda que hay tres etapas en esta primera parte:
Habilidades de 1. Descripción del estímulo;

ATL
pensamiento
Para poder abordar esta parte,
recuerda que en la mayor parte
de la presentación deberás
demostrar pensamiento crítico,
dar opiniones e interpretaciones
131 personales.
2. Relación con el área temática pertinente y con la cultura hispana;
3. Opiniones, interpretaciones y aportaciones personales relacionados
con el estímulo.
La mayor parte del tiempo debe ocuparse en la etapa 3.
Exploremos cada parte con los recursos lingüísticos que podemos
utilizar. Cabe destacar que esto es solo un ejemplo y que podríamos
tener muchas formas que podrían funcionar.

136

IB Prepared English B
IB Prepared Spanish B

Feature Audio clips

3 PAPER 2 RECEPTIVE SKILLS: LISTENING

Practising standard level and higher level listening

question types
A Identifying true statements
How do I identify true statements?
• There will be between three and five true statements in a single

Throughout the IB Prepared assessment.

• There will be an equal number of distractors.

Languages B resources, you will find • All statements are based on the audio text.

Sample audio text A (identifying true statements)

listening icons which indicate that Listen to audio sample 1.

audio clips are available on our free

Identify the 3 true statements.
Write your answers on paper.

support website. Compare your answers to the sample student answers.

Then, look at the examiner’s comments below and answer the
questions. 5 PRUEBA 2 – COMPRENSIÓN AUDITIVA

www.oxfordsecondary.com/ib-
You can find a transcript of the recording on the support website
Ahora vas a escuchar y leer la parte del discurso relevante para
(www.oxfordsecondary.com/ib-prepared-support).
completar estos espacios en blanco y, a continuación, analizaremos la

prepared-support SAMPLE STUDENT ANSWER respuesta del alumno.

You will hear an extract from a radio report about the early
career of a footballer. Director del colegio: “En la asamblea de este lunes 20 de mayo, tenemos
Assessment tip con nosotros a Martín Vélez, ex alumno de este colegio, que nos hablará
These icons provide students with an Identifying true statements
Choose the five true statements. [5 marks] desde su experiencia, de las ventajas y desventajas de un año sabático
en el extranjero después de terminar el colegio. Muchas gracias por

opportunity to practice their receptive

• Read the statements and aceptar nuestra invitación, Martín, y es un placer tenerte hoy con nosotros.
make sure you understand A. Walter Tull was the first black footballer to be born in England. Seguramente será muy útil para todos los alumnos que están en el último
exactly what each one año de cara a su futuro y que son los que están presentes hoy…

skills in preparation for paper 2 of means.

• You will hear the true
the external assessment and for
statements in the order they
appear in the recording.
When identifying true
the oral assessment in the Internal statements, remember:
• Work out the pairs of
B. Walter belonged to the first generation of black British footballers.
B
Martín: Buenos días, señor director, profesores, alumnos y todos los que
se encuentran hoy en esta asamblea que durará 30 minutos. Primero,
C. Walter Tull first played football for Clapham. me gustaría comenzar dando las gracias al director, el señor Quevedo,
D. He earned £4 a week in his first season. por invitarme hoy. Estoy muy contento de volver a mi colegio y poder
contarles mi propia experiencia sobre lo que supuso mi año sabático.”
E. He first played professional football for Tottenham.
F. He was playing for Tottenham at the beginning of the
C

Assessment. sentences before you start

listening.
First World War.
G. Tull was respected by his superiors for his leadership
RESPUESTA DEL ALUMNO
Vas a escuchar un discurso sobre las ventajas y desventajas de un año sabático.
• Then listen carefully for E
in battle.
the precise information in
the text which concerns H. Tull was the first black soldier to become a sergeant in the
the information you are British army.
examining. H
• While listening, decide which I. A century after his death, Tull’s achievements were finally
prompt of the pair is correct. recognized.
• Check your answer on the J. Tull’s troops found his body on the border of France
second listening. or Belgium. J

72

Completa los espacios en blanco. Usa un máximo de tres palabras por espacio.

IB Prepared English B Asamblea: Mi año sabático

Fecha: [ –1– ]
Orador invitado: Martín Vélez, un [ –2– ] del colegio.
Tema: [ –3– ] y desventajas de un año sabático.
Destinada a: los alumnos del [ –4– ]
Duración de la asamblea: [ –5– ]

90

IB Prepared Spanish B
 Feature Revision tips

4 MARKETING 4.4 MARKET RESEARCH

3. Stratified sampling, creating strata (groups) of the whole

4. 4 M AR K E T R E S E AR C H
This sub-unit presents the forms,
methods and sources of market
research.
population.
4. Cluster sampling, useful when the population is geographically
dispersed.
You should be able to:
5. Snowballing sampling, asking the first people sampled to
✔ explain why and how organizations carry out market research recommend others (referrals).
✔ distinguish between the different methods of primary market 6. Convenience sampling (also called “opportunity sampling”) based
research on easy access and proximity to the researcher.
✔ distinguish between the different sources of secondary market
research Revision tip
✔ discuss ethical considerations of market research
You must be able to explain the main advantages and disadvantages of all
Revision tips give advice to help
✔ distinguish between qualitative and quantitative research the six sampling methods. The following table outlines one advantage and
✔ distinguish between the different methods of sampling one disadvantage of each: students structure their revision
✔ interpret results from data collection.
to ensure they maximise their
Sampling method One advantage One disadvantage
Quota sampling Findings are usually The interviewer may be
quite reliable because the biased in the selection of
Topic summary
assessment potential.
sample is representative who is interviewed.
of all strata of the
Market research is the process of collecting, analysing and reporting population.
data related to a particular market. It has several purposes: it can Random sampling Less bias, as everybody May not be
help identify consumers’ needs and wants, it can help measure has an equal chance of representative.
customers’ satisfaction and perception of a product, and it also enables being chosen.
organizations to make well-informed marketing decisions. Stratified sampling Very representative. Not easy to do.
Cluster sampling Quick method. Potential for bias.
Market research can be carried out:
Snowballing sampling Cost-effective and easy to Potential for bias.
• through primary research (also called “field research”) to collect do, through referrals.
first-hand information, using the following methods: surveys Convenience sampling Easy to do. Potential for bias and not
(using questionnaires), interviews, focus groups, observations representative.
• through secondary research (also called “desk research”) to use
data that already exists, using the following sources: market
analyses (market intelligence reports by special market research Revision tip
agents), academic journals (scholarly articles written by experts),
government publications, media articles (in print or online). You must be able to explain the main advantages and disadvantages of
all the methods and techniques of market research. The following tables
Table 4.4.1 The differences between quantitative and qualitative research outline one advantage and one disadvantage of each:
Quantitative research Qualitative research Primary market research
Collection of numerical data. Collection of data about opinions,
attitudes and beliefs. Method One advantage One disadvantage
Typical method: survey with closed Typical method: survey with open Survey Can collect large amount The respondents may not
questions. questions, interviews, focus groups. of data rapidly. understand some of the
questions and provide
Less open to interpretation. High degree of interpretation.
inaccurate answers.
Objective. Subjective. Interview Can achieve a high Time consuming and
Concise and narrow focus. Broad and complex focus. response rate. costly.
Focus groups Some participants may Some members may
Sampling is the process of selecting a group of people to represent actively engage because dominate or influence the
the entire group of customers; this group is called “a sample of the of the interactions with group.
population”. The following six sampling techniques are used in others.
marketing: Observation The market researcher Should not be used alone
can see how people as it only provides partial
1. Quota sampling, with targets based on proportions. behave in a given information.
situation.
2. Random sampling, with each person having an equal chance of
being chosen.

90 91

IB Prepared Business Management

Feature Practice Exam Papers

Practice examination questions in

the same structure as the external
assessment are included. Answers
can be found on the IB Prepared
support site.

IB Prepared Chemistry
 Feature
7 CLIMATE CHANGE AND
ENERGY PRODUCTION
This chapter examines climate change and energy
production. It looks at the range of energy sources
that are available and the choices that are made.
It also looks at the causes and impacts of climate
change, and the schemes for mitigation and
adaptation.
7. 1 E N E R GY C HO I C E S AN D S EC U R I T Y
• Energy security – having
access to clean, reliable and
affordable energy sources
for cooking, heating, lighting,
communications, and production
• Fossil fuels – coal, gas, and
natural gas, the use of which
results in a depletion of natural
capital (the reserves)
• Renewable energy – energy
sources such as solar, tidal,
wind, and hydroelectric schemes
whose use does not deplete
natural capital
Figure 7.1.1 A “nodding donkey”
used in oil extraction
Content link
Look at section 7.2 to assess the
relative importance of fossil fuels
in global climate change.
158
IB Prepared Environmental Systems and Societies
Feature
IB Prepared English A: Language and Literature
‘Test yourself’
Many of the IB Prepared
resources offer ‘Test Yourself’
7.1 ENERGY CHOICES AND SECURITY
features which contain
You should be able to show:
✔ The energy choices that societies have and the
New sources of modern energy
Biofuels are a type of modern energy source. They are made from
plants grown today, whereas fossil fuels are formed from plants and
animals that died millions of years ago. For decades, Brazil has turned
sugar cane into ethanol, and some cars there can run on pure ethanol or
use it as an additive to fossil fuels. In 2016, United Airlines announced
a new initiative to integrate biofuel into its energy supply in the hope
of reducing greenhouse gas emissions by 60%. However, biofuels do
Test yourself
7.1 Distinguish between
renewable and non-renewable
energy sources.
7.2 Identify the type of
energy production shown in
Figure 7.1.1.
[2]
[1]
questions relating to the main
text, which invite students to
consolidate their learning.
not provide as much energy per kg as oil, for example.
security it gives them;
✔ The causes and impacts of climate change;
Low carbon energy sources
✔ The potential for climate change mitigation and
adaptation. There are several energy sources that have lower carbon dioxide emissions
than fossil fuels. These include hydroelectric power (HEP), solar, wind,
tidal, and geothermal. However, there may be carbon emissions in the
construction of energy facilities (e.g. HEP schemes). Biofuel is a renewable
energy resource but it does emit carbon. It has relatively low set-up costs
but production costs may be high. This is because it takes lots of effort to
cut and carry the biofuel back to the house or farm. Nevertheless, Brazil
You should be able to show the energy choices that has produced biofuels on a large scale for over 40 years.
societies have and the security these give them
✔ Fossil fuels are the main source of energy in most countries. Patterns and trends in energy consumption
✔ There are other sources of energy that have a lower carbon content. 700
Assessment tip
All chapters provide rigorous
Biomass & other Hydro Nuclear
✔ Energy security depends on reliable and affordable energy sources. 600 Gas Coal Oil Figure 7.1.2 is an example of
✔ The choice of energy source depends also on sustainability. a compound line graph. The
preparation for IB assessment
500
projected value for biomass
✔ Improvements in energy efficiency could reduce energy use.
400 in 2030 is about 80TJ (the
via exam-style practice
thickness of the pink line) not
TJ
300 700 TJ (the top of the pink line).
Energy sources
opportunities and questions.
200
There is a range of energy resources available to society. Energy 100
resources are usually divided into two main types: non-renewable
energy resources and renewable energy resources. 0 1 TJ = 1000 gigajoules
1970 1980 1990 2000 2010 2020 2030
Non-renewable energy resources cannot be replenished within a Year
similar timescale to that at which they are extracted. Oil and coal are Figure 7.1.2 The world’s energy sources, 1970–2030
good examples of non-renewable energy resources. They are also called
fossil fuels. Their use is unsustainable. Overall global oil production increased from around 65 million
In contrast, renewable energy resources are replenished within a barrels per day in 1991 to over 90 million barrels per day by 2016. The
largest relative increase was in the Middle East and South and Central
similar timescale to that at which they are extracted. Examples include Test yourself
biofuels and hydroelectric power. These can be used in a sustainable America, but there were relative falls in Europe/Eurasia and North
America, despite an absolute increase in the amount of oil produced. 7.3 Estimate the projected
way, although they may be used unsustainably, e.g. if the rate of
growth in consumption of oil and
deforestation for fuelwood exceeds the rate of annual renewal. A report in The Economist in 2019 suggested that the global demand
gas between 2019 and 2030. [1]
Fossil fuels contribute to most of humankind’s energy supply. The for oil and natural gas could increase by 13% by 2030, and that all the
major oil companies are expected to expand their output. Exxon Mobil 7.4 Identify the energy source
impacts of their production and their emissions vary considerably. that has the highest absolute
plans to pump 25% more oil and gas in 2025 compared with 2017. To
Their use is expected to increase to meet global energy demand.
limit global temperature rise to 1.5°C oil and gas production would increase (projected) for
need to fall by 20% by 2030 and 55% by 2050. It is predicted that in 2020–2030. [1]
2030 85% of cars will still use the internal combustion engine, and will 7.5 Identify the two energy
continue to depend on fossil fuels. sources that have the lowest
absolute increase (projected)
Nuclear energy provides a relatively small amount of the world’s for 2020–2030. [2]
energy. In 1991 it accounted for less than 500 mtoe (million tonnes of
159
Assessment tips
Assessment tips give
advice to help students
optimise their exam
techniques, warning
against common
errors and showing
how to approach
particular questions and
command terms.
IB Prepared Mathematics: Analysis and Approaches
 Feature Internal Assessment chapter
INTERNAL ASSESSMENT
The IB Diploma Programme Chemistry Internal Choice of research question
Assessment (IA) is an individual investigation.
The most important factor to consider when
You choose a research question, design and carry out
choosing the research question is that you can collect
an investigation to answer that question and then
data to answer the question in the lab or by the use
write a report on it, with your teacher’s supervision
of a database. An interesting research question that
and guidance.
yields little data, or insufficiently useful data, will
The IA is worth 20% of your final grade. Like all score very poorly. The ideal plan of action will see
IAs for diploma subjects, it is graded against a set of you research and try out several ideas before you
criteria. If you fully understand these criteria, you embark on a full investigation.
can maximize your success.
A good research question will be in the category of
determining how an independent variable that is
Mark criteria continuously measurable (such as concentration,
mole fraction or temperature) affects a dependent
Assessment tip variable that can be measured precisely using
techniques commonly available in a school
Know the mark criteria. laboratory (such as temperature, gas volume or
change in mass, or titration data for acid–base
or redox reactions).
Your investigation is marked using the six criteria
below, out of a total of 24 marks. The criteria and
▼ Bad question ▲ Good question
the maximum number of marks available for each Investigating enthalpies of How does isomerism affect the
criterion are shown in table 1. combustion enthalpy of combustion values
of pentanol and its isomers?
Criterion Maximum mark
Avoid simple brand analyses of food, cleaning or
Personal engagement 2 pharmaceutical products, as any trends that are
identified are often business decisions rather than
Exploration 6 the outcome of solely scientific principles. If you
want to study commercial products, you have to link
Analysis 6 some component of the product composition (which
you can experimentally determine or read from the
Evaluation 6 Scientific
packaging) to a chemical or physical property of the
product.
Communication 4 Formulate
If we look at the mark criteria in table 2 one by
Total 24
one, we can see that the most marks are available
▲ Table 1. Mark criteria for the IA for exploration, data analysis and evaluation – that
is why it is so important that the investigation
yields good data. Start by looking at topics
Every May and November the IB publishes a you have already studied in class so that you
subject report for Chemistry. In that report there
is advice from the Chief Moderator on how best
understand the theoretical background to your
investigation. Generally, you will collect primary
to maximize your success. Reading the most data yourself, however this isn’t the only possibility.
recent subject report before you embark on your Measurements may be carried out with basic
investigation is very helpful. equipment or with high-tech data-logger probes.
230
IB Prepared Chemistry
Feature Reflection boxes
1 3.1 PAPER 3 OVERVIEW
1
INTRODUCTION
What is IB Prepared: English A Literature? Activities
Welcome to IB Prepared: English A Literature. This IB Prepared: English A Literature is packed with
book will give you useful information, advice, and research-based, self-assessing, and reflective
practice for all the assessments: activities to improve:
• paper 1 – guided literary analysis standard level • your understanding of the objectives of the
(SL) and higher level (HL) assessments
• paper 2 – comparative essay SL and HL • your understanding of the nature of each
• internal assessment – individual oral SL and HL assessment
• HL essay. • the skills you will need to use for the assessments
• your performance in each assessment.
How will this book help me?
This book will support you with all the assessments of English A
Literature HL and SL, and each assessment has a chapter devoted to
it. These chapters are preceded by a section on approaches to learning
(ATLs) and one on the learner portfolio. Both are very important for
completing the assessments in a fulfilling and successful way.
Each chapter will include:
• discussion of the assessment and the assessment criteria
• overview of the skills relevant to the task and specific advice about
the task
• short extracts of students’ work with teacher comments
• complete samples of work with examiner comments
• discussion of the samples and guidance for preparation.
Reflection: Do you know the assessment objectives?
Before you begin your work with the English A Literature course assessments, take some time to reflect
on the development of your skills in relation to the objectives of the course. This reflection will help you
identify the areas that you may need to give more attention to, and also make you aware of how these skills
are relevant to all assessments. You can also return to this reflection regularly to check your progress against
these objectives.
• How well do you think you know, understand, and interpret a range of literary texts, contexts in which
texts you have studied are written, elements of literary craft and features of particular literary forms?
• How well do you think you can analyse and evaluate ways in which the use of language creates
meaning, uses and effects of literary techniques, relationships among different texts and ways in which
texts may offer perspectives on human concerns?
• How well do you think you can communicate ideas in clear, logical, and persuasive ways in a range of
styles and registers, and for a variety of purposes and situations?
4 69
200710_Introduction.indd 4
IB Prepared English A: Literature
If you do not identify a suitable independent
variable and only focus on comparative assays
(comparing one product to another), or if you do
not generate usable data because you try to develop
your own measurement technique and it turns out
to be ineffective (such as using digital photography
to quantify colour), your investigation will be
limited and less successful.
It is a good idea to apply a known technique
to an interesting real-world situation. Use your
time to carry out trials at plenty of values of the
independent variable (at least five), including
repeated measurements, rather than confining
yourself to one or two trials.
Assessment tip
Research and try out your ideas to make sure you can
generate sufficient useful data before you embark on a
full investigation.
If you use secondary data (or data from models
and simulations) instead of collecting primary data
in the lab, you will need more than one source of
data so that the variance between sources can be
evaluated. In that case, error analysis and evaluation
will be more successful.
Once a research question has been chosen it is
important that your report addresses each of the
criteria. You should apply the scientific method
to ensure that you are able to answer your
research question.
Analyse Draw
data conclusion
State
problem
Collect
data
Method
Design Hypothesis
experiment
Personal engagement
This criterion assesses your engagement with the
exploration and how you have made it your own.
Personal engagement can be demonstrated by
evidence of your personal interests or, perhaps more
importantly, independent thinking, creativity,
In some of the IB Prepared
resources you will find
reflection boxes. Reflections
help students look critically
at their practices and how to
improve them.
19/08/21 11:39 AM
or initiative in the design, implementation or
presentation of your investigation. This criterion A whole chapter in each
consists of two parts: personal significance and
personal input.
resource is devoted to the
Personal significance
Your research question should be one you want
Internal Assessment.
to answer. Avoid an undemanding research
question with an outcome that is obvious before
any data collection, such as determining how the
mass of alcohol combusted affects the heat energy
evolved, or how the time a current is passed
during electrolysis affects the mass of an electrode.
However, if you could change the question to
be more demanding, and to be one that you are
genuinely interested in, you will do well.
Personal input
The second part of the criterion is about personal
input and initiative; these will be demonstrated
by the contents of your report. Don’t just copy
a method from a book or the internet without
adapting it for your investigation. Ensure that
the method works, and if it does not, modify it
and explain how and why you modified it in
your report.
Assessment tip
Communicate your interest in your investigation.
Pose a question to which you do not already know
the answer.
Do not use a known method without making any
modifications to it. In addition to this, explain why
you are using the method you have chosen.
Exploration
This criterion is about establishing a scientific
context, stating a clear and focused research
question and using appropriate concepts and
techniques in your method. It also assesses your
awareness of safety, environmental and
ethical considerations.
Make sure your research question is focused and
precisely expressed. For example: “To what extent
is simple distillation a suitable process for purifying
ethanol mixtures?” is not a good question, as we
do not know the criteria for “suitable”. The criteria
could be, for example, cost, safety, energy demand
or degree of separation.
After stating the research question you need to
include suitable background information, which
should focus on the specifics of your chosen research
question and methodology. Describe the context for
231
One way to plan is to draw a very quick mind map. Each of us has
a different way to approach a mind map, but keeping in mind the
specific command term is useful.
For example, here is a mind map for a question from option 2: History
of the Americas.
QUESTION PRACTICE
Section 12: The Great Depression and the Americas (mid 1920s–1939)
“The New Deal had a greater impact on the political system than on the
economic system in the United States.” Discuss.
Potlical impact of New
Economic Impact of the Deal - New Democratic
New Deal - increased Party coalition which
govt intervention dominate exec and jud.
branches of govt
Conclusion: impact
Immediate short- and
long-term effects
greater of economic
or political system
Impact of
New Deal
Discuss
Figure 3.1.7 Example mind map
Focus of the question: Impact of the New Deal
Command term: discuss. Impact on political system: was it greater than
on economic system?
Key words: impact, political system, economic system
Required: opinions/conclusions
The mind map should just be a basic collection of key points. Use
abbreviations, bullet points, a quick sketch, stick figures – whatever
works for you. However, do remember to draw a line through it before
you hand in your paper to the examination invigilator.
Reflection
Response writing is about planning. Under examination conditions there
isn’t much time to plan, but a few moments spent on thinking about how
to respond to the question is useful. When planning a response, a simple
rule for planning out the paragraphs can come in handy.
This is the PEAS rule for paragraphs:
P – Point of information or what the paragraph is going to focus on.
E – Evidence – relevant historical detail(s) to support the point you are
going to make.
A – Analysis/assessment – weave in evaluation depending on the
command term of the question.
S – Summing up – a sentence to sum up what has been discussed in the
paragraph is very useful.
IB Prepared History
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Click the links below to look inside each IB Prepared title, read full details and request
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DP Core
Theory of Knowledge
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Studies in language and literature

English A: Literature OXFORD IB PREPARED English A: Language and
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LANGUAGE AND
Brent Whitted LITERATURE Authors: Brian Chanen and
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Geography
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Mathematics
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