Calificaciones Examenes BI 2a vuelta

EXAMEN BI	2ª vuelta
Alva	9
Lomelin	9.66
Olvera	6.33
Paz	6.66
Reznik	10
Rodriguez	8.66
Ruanova Sebastian	9.66
Ruiz	9.66
Sanz	9.00
Vázquez	8.66
Villagordoa	8.00
Barroso	9.66
Carranza	9.66
Enriquez	9.66
García	6.33
Incháustegui	6.66
Mendez	10
Menendez	6
Portela	7.66
Ruanova Majo	10
Scheleske	9.33
Valle	9
Zermeño	6
Bustamante	7.66
Espínola	9.33
Hierro	8.33
Ibarra	7.66
Lombana	9.33
Mac Gregor	8.33
Marroquín	9.66
Mondragón	8.33
Pérez Anza	7.00
Somera	10.00
De la Puente	7.00
Díaz Cuervo	8.66
Vélez	7.00

UNAM 2nd round exam Instructions

For those who are going to submit UNAM 2nd round exam.
The exam structure is the same as in the first round, it means that it´ll consist of multiple-choice questions, open-ended questions on specific topics and questions based on data analysis 
The topics that can came into the exam are the next ones (numbers are book pages). and I strongly suggest you to review the command terms you already know, so that you take into acount the depth you must answer each question.

Prokariotic and Eukariotic Cells.....6 and 7

Passive transport...........10

Mitosis...............14

Water and life..............19

Proteins and lipids.........22 y 25

Photosynthesis............34

Chromosomes, Karyograms.......39

Meiosis.........40, 41

Autosomal genetic diseases.......43

Mutations.......46

DNA technology.............46, 47, 49, 50 and 51.

Global warming.......60. 61

Evidence for evolution......63

Clasification of biodiversity.....68

Trophic levels and food chain.....57 and 167

Community structure ............166

Command terms with definitions

Students should be familiar with the following key terms and phrases used in examination questions. 

These command terms indicate the depth of treatment required.

Assessment objective 1

• Define       Give the precise meaning of a word, phrase, concept or physical

                            quantity.

• Draw          Represent by means of a labelled, accurate diagram or graph,

                       using a pencil. A ruler (straight edge) should be used for  

                       straight lines. Diagrams should be drawn to scale. Graphs

                       should have points correctly plotted (if appropriate) and joined

                       in a straight line or smooth curve.

• Label          Add labels to a diagram.
• List             Give a sequence of brief answers with no explanation.
• Measure     Obtain a value for a quantity.
• State           Give a specific name, value or other brief answer without

                              explanation or calculation.

Assessment objective 2

• Annotate     Add brief notes to a diagram or graph.
• Calculate     Obtain a numerical answer showing the relevant stages in the   

                         working (unless instructed not to do so).

• Describe      Give a detailed account.
• Distinguish   Make clear the differences between two or more concepts or  

                          items. 

• Estimate         Obtain an approximate value.
• Identify          Provide an answer from a number of possibilities.
• Outline          Give a brief account or summary.

Assessment objective 3

• Analyze         Break down in order to bring out the essential elements or  

                                structure.

• Comment       Give a judgment based on a given statement or result of a

                                 calculation.

• Compare        Give an account of the similarities between two (or more)

                            items or situations, referring to both (all) of them  

                            throughout.

• Compare and contrast    Give an account of similarities and differences

                                   between two (or more) items or situations, referring to both  

                                   (all) of them throughout.

• Construct         Display information in a diagrammatic or logical form.
• Deduce             Reach a conclusion from the information given.
• Design              Produce a plan, simulation or model.
• Determine        Obtain the only possible answer.
• Discuss            Offer a considered and balanced review that includes a  

                              range of arguments, factors or hypotheses. Opinions or     

                              conclusions should be presented clearly and supported by  

                              appropriate evidence.

• Evaluate           Make an appraisal by weighing up the strengths and

                                    limitations.

• Explain             Give a detailed account including reasons or causes.
• Predict              Give an expected result.
• Sketch              Represent by means of a diagram or graph (labelled as

                              appropriate). The sketch should give a general idea of the

                              required shape or relationship, and should include relevant  

                              features.

• Suggest            Propose a solution, hypothesis or other possible answer.

IB 2nd round exam Instructions

For those who are going to submit IB 2nd round exam only

What you have to study are the command terms.  You must take into account that the type of questions may be multiple choice or open ones.

Command terms with definitions

Students should be familiar with the following key terms and phrases used in examination questions. 

These command terms indicate the depth of treatment required.

Assessment objective 1

• Define       Give the precise meaning of a word, phrase, concept or physical

                            quantity.

• Draw          Represent by means of a labelled, accurate diagram or graph,

                       using a pencil. A ruler (straight edge) should be used for  

                       straight lines. Diagrams should be drawn to scale. Graphs

                       should have points correctly plotted (if appropriate) and joined

                       in a straight line or smooth curve.

• Label          Add labels to a diagram.
• List             Give a sequence of brief answers with no explanation.
• Measure     Obtain a value for a quantity.
• State           Give a specific name, value or other brief answer without

                              explanation or calculation.

Assessment objective 2

• Annotate     Add brief notes to a diagram or graph.
• Calculate     Obtain a numerical answer showing the relevant stages in the   

                         working (unless instructed not to do so).

• Describe      Give a detailed account.
• Distinguish   Make clear the differences between two or more concepts or  

                          items. Estimate Obtain an approximate value.

• Identify          Provide an answer from a number of possibilities.
• Outline          Give a brief account or summary.

Assessment objective 3

• Analyze         Break down in order to bring out the essential elements or  

                                structure.

• Comment       Give a judgment based on a given statement or result of a

                                 calculation.

• Compare        Give an account of the similarities between two (or more)

                            items or situations, referring to both (all) of them  

                            throughout.

• Compare and contrast    Give an account of similarities and differences

                                   between two (or more) items or situations, referring to both  

                                   (all) of them throughout.

• Construct         Display information in a diagrammatic or logical form.
• Deduce             Reach a conclusion from the information given.
• Design              Produce a plan, simulation or model.
• Determine        Obtain the only possible answer.
• Discuss            Offer a considered and balanced review that includes a  

                              range of arguments, factors or hypotheses. Opinions or     

                              conclusions should be presented clearly and supported by  

                              appropriate evidence.

• Evaluate           Make an appraisal by weighing up the strengths and

                                    limitations.

• Explain             Give a detailed account including reasons or causes.
• Predict              Give an expected result.
• Sketch              Represent by means of a diagram or graph (labelled as

                              appropriate). The sketch should give a general idea of the

                              required shape or relationship, and should include relevant  

                              features.

• Suggest            Propose a solution, hypothesis or other possible answer.

UNAM and IB exams (second rounds list)

Hola chicos,

Hablé con Miss Claudia y me explicó que la forma de considerar quienes se van a segunda vuelta es igual, tanto en todas las materias UNAM, como en las que no son curriculares pero si internas del colegio, como en este caso la de IB y es como sigue:

• Si la calificación final es reprobatoria no se promedia con la del intersemestral y se van a segunda vuelta.
• Si pasan el final pero el promedio con la intersemestral es reprobatorio, se van a segunda vuelta.
• Si la final es aprobatoria y aunque hayan reprobado el intersemestral el promedio es aprobatorio No van a segunda vuelta.

Les pongo  las calificaciones de los que pasaron y la lista de quienes están en segunda vuelta en UNAM y en IB, y en los próximos días les pongo toda la información de como va a ser cada examen y el temario para cada uno. Hago la aclaración que para aquellos que están en 2a vuelta tanto en UNAM como en IB solo presentan un examen con el que se califican ambas.

	UNAM			IB
	CURRENT PERIOD	FINAL AVERAGE	IN SECOND R	CURRENT PERIOD	FINAL AVERAGE	IN SECOND R
Anaya	10.00	9.7		10	9.5
Carrillo			2V			2V
De la Puente	7.03	8.02				2V
Diaz Cuervo	7.03	7.34				2V
Guillen Sebastián	7.86	8.26		7	7.8
Mondragón Eugenio	6.35	6.97		6	6.2
Muñoz Valentina			2V			2V
Plascencia	9.30	9.13		9	9
Roberts	8.53	8.08		8	7.5
Velez Melanie	6.90	7.34				2V
Alonso			2V			2V
Ambrosi	7.10	7.63		6	6.8
Becerra	7.20	7.08				2V
Bustamante	6.10	7.15				2V
Espínola	7.04	6.98				2V
Fuhrken			2V			2V
Garza Rodrigo			2V			2V
Giner	8.17	7.84		6.5	7
Hierro	7.46	7.1				2V
Ibarra	7.10	6.85				2V
Lombana	6.00	6.69				2V
Mc Gregor	6.59	6.77				2V
Marroquín	7.45	6.67				2V
Mondragon MaFer	7.66	7.44				2V
Monrroy	7.50	7.19		6.5	6.05
Ortega			2V			2V
Perez Anza	6.50	6.22				2V
Poo	8.92	8.85		8	8.15
Riba	8.23	7.8		7	6.2
Rodriguez María	9.20	8.78		7.8	7.48
Sabat	10.00	9.75		10	9.75
Somera	8.42	7.68				2V
Zarrabe	8.50	7.96		7.8	7.3
Alcaraz			2V			2V
Alva Giovana	8.48	8.43		6.5	7.3
Barroso	6.40	6.07				2V
Borrego	8.04	7.34		6	6
Carranza	7.09	7.07				2V
Carús			2V			2V
De la Parra	7.24	7.68		6.5	7
Enriquez	7.19	6.65				2V
Garcia Rodrigo	6.83	6.04				2V
Inchaustgegui	6.00	6.01				2V
Malo			2V			2V
Martinez Natalia	10.00	9.49		9.8	9.08
Mendez Pablo	8.18	7.42				2V
Menendez Andrea	7.59	6.8				2V
Moreno Paloma			2V	6	6
Portela Ines	8.29	7.94				2V
Prado	7.59		2V			2V
Renero			2V			2V
Ruanova Majo	8.52	8.37				2V
Sainz Mariana	8.77	8.18		7.3	6.83
Scheleske	7.02	6.75				2V
Simón			2V			2V
Táger Ana	6.91	6.16				2V
Valle Rodrigo	7.06	7.1				2V
Zermeño	7.43	7.29				2V
Alva Sergio	7.24	7.26				2V
Berjon	6.16		2V			2V
Cárdenas	8.02	7.64		6.5	6.75
Escoto	8.40	6.7		7	6.5
Fernandez	8.68	8.28		8.3	7.88
Guillen Ramón			2V			2V
Jaques	7.55	6.78		6	6
Kleinburg	9.75	8.96		9.5	8.75
Lomelin	8.14	7.32				2V
Maraña	9.60	8.8		8.8	8.38
Olvera	7.52	6.52				2V
Paz	7.22	6.56		5		2V
Perez Gil	7.02	6.87		6.5	6.5
Reznik	7.42	7.88				2V
Rodriguez Camila	7.41	6.94				2V
Roux	9.46	9.35		8.8	8.88
Ruanova Sebastian	8.08	7.51				2V
Ruiz Ximena	6.27	6.32				2V
Sampson			2V			2V
Santamaría			2V			2V
Sanz Fabiola	7.32	7.01				2V
Vazquez Mariana	7.87	7.16				2V
Villagordoa	7.77	6.87				2V