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March 31, 2010

Fuel from bugs

Filed under: Chemistry — Tags: , , , , , , , , , , — David @ 11:44 am


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There are two key problems with using fossil fuels. They produce CO2 on combustion and they are non renewable. This posting aims to deal with the latter – the non renewable problem. Fossil fuels will run out someday soon so we really need to think about developing sustainable fuels.

Ethanol, produced by fermentation of sugar cane has been heralded as a possible answer to the problem. We are probably all familiar with biofuels and Brazil seems to successfully use gasohol. However, there were unforseen prblems in using sugar cane to make the ethanol. Food prices rocketed and forests needed to be cleared for new sugar cane plantations. The emissions released in the sugar cane processing plants produce a larger carbon footprint than oil drilling. Cue TMO Renewables with a potential solution….

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Using Socratic Seminars in the IB Economics Classroom

I have used seminars previously in history and psychology but they also work very well in IB Economics. Find below information I provided to students to help them prepare for their first seminar on capitalism.


The Socratic method of teaching is based on Socrates’ theory that it is more important for you to think for yourselves than to merely know the  ”right” answers.

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On Being ‘Nice’

Filed under: Business & Management — Tags: , , , , — Paul Clark @ 12:14 am

Students are very clear on leadership style: autocratic management is ‘bad’, democratic management is ‘good’ and laissez faire is ‘OK’. If a leader is an autocratic, he or she needs to become nicer and one way is training  … instantaneous ‘niceness’ and all the organisation’s problems are solved. This may sound flippant, but it is a fair synopsis of large numbers of responses to examination questions on motivation and leadership.

Of course, leadership style translates into corporate culture. So is a hierarchical centralised organisation ‘bad’?  One way of challenging stereotypes of leadership styles is to study situations where autocratic leadership is effective or to identify successful organisations that do not conform to the ‘democratic’ is good model. One possible example is Samsung, if the measure of success is profitability and market growth.

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March 30, 2010

Hierarchy of command terms in examination questions

Filed under: Business & Management — Tags: — Paul Clark @ 9:15 pm

As we approach examination season, it is essential that students are fully aware of the meaning of command terms that appear in examinations and understand how these command terms are translated into markschemes for the examination papers and into assessment criteria for the internal assessment. The time spent with students explaining the importance of the command terms and assessment criteria is probably the most valuable few hours of the whole course, because it can significantly influence student performance in the examinations, by explaining what is expected of them in each question. Command terms are the hurdles that must be jumped to achieve those high grades.

As an examiner and marker, it is always depressing to read answers or projects, where it is clear the candidate has little understanding of the requirements of the command term used in a question. Of course, with higher order command terms, such as ‘evaluate’ and ‘discuss’, the consequences of such misunderstanding can be many lost marks.

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How To Stick To Anything

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I worte in an earlier posting about Professor Brian Cox’s BBC TV series ‘Wonders of The Solar System’, well the BBC have started another great series called ‘Invisible Worlds’. It is presented by Richard Hammond (Top Gear presenter, amongst other things).

You can watch tonight’s show (and earlier episodes) on the BBC iPlayer. One of the shows items really caught my interest – geckos (or lizards) – how do they stick to anything? How can the support up to ten times their own mass? You have probably guessed …. it is by using ideas taught in the IB Chemistry subject guide!

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“big nose”: cultural assumptions

Filed under: TOK meets global citizenship — Tags: , , — Eileen Dombrowski @ 1:06 am

Tastes in beauty do change, so the story I am about to tell you may involve historical as well as cultural shift.  The characters are two international students, one from Japan and one from Canada, who found themselves roommates at an IB college.  Getting to know each other, they tried to be appreciative and supportive.  Until one day.

“You have such a big nose,” said the Japanese girl to the Canadian.  “Very big.”

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“What’s reality?” What film really is . . .

Filed under: Film — Tags: , — Stan @ 12:22 am

I was interested to read the post on PHOTOS AND REALITY here on the I.B. site, which raised the issue ‘“At what point would you draw the line and say ‘That’s not a record of reality anymore?’”  The article is here

http://blogs.triplealearning.com/2010/03/diploma/dp_pernot/self-portrait-triptych-photos-and-reality/

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March 29, 2010

NATIONAL DNA DAY – APRIL 23rd

National DNA Day is a unique day when students, teachers and the public can learn more about genetics and genomics! The day commemorates the completion of the Human Genome Project in April 2003, and the discovery of DNA’s double helix.

It presents an excellent opportunity for Grade 12 students to review DNA / biotechnology and Grade 11 students to develop and extend their understanding of the relevant concepts.

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Greener Fireworks?

Filed under: Chemistry — Tags: , , , , , , — David @ 1:20 pm


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The Environmental Protection Agency (EPA) has raised some concerns over fireworks. They are not worried about the noise, smoke (or colour!) but the oxygen. Why?

Well, fireworks use the perchlorate ion as an oxidising agent. It supplies the oxygen needed to burn the firework’s fuel. The worry is that the ion could seep into ground water and end up inside our bodies. It has already be found in cow’s milk and part of the problem is that there are no guidelines to regulate how much of it can be found in water (1). So, why the worry?

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Exam prep

Filed under: History — Tags: , — triplea_am @ 4:00 am

March is quickly flying by, and before we know it, the students will be studying furiously for their exams. Even the least attentive students suddenly find every word that comes out of our mouths extremely compelling as they are hoping that we will be able to provide them with as 6-step method for achieving their dream grade in History.

Over the years, I have learned a number of helpful hints either from those more experienced than me, or through trial and error on my own part. Here then are some of the methods that I have found to be most useful to my students during this crunch time:

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