In my opinion, one of the important objectives of any set of review questions should be giving students the experience of answering a wide variety of questions - variety in both syllabus material covered and level of difficulty. During the course, most of the assessments that students will be completing will come in the form of unit tests which are designed to only assess students knowledge and understanding on a relatively narrow section of the syllabus content. Students may often go some time without being required to answer a set of questions covering a wider range of the syllabus. Of course, this is not possible until after a significant amount of the syllabus material has been covered. Thus, it's not really until during the 2nd year of the course are students capable of answering questions on different topics during a single assessment or homework assignment. Teachers should strive to take advantage of any opportunity to have students engage themselves with a set of miscellaneous review questions. The more of these review exams that students can complete (either as homework assignments or as in-class timed assessments) the better - and especially before the mock exam. It is also important to try and design review exams so that students get a chance to answer both non-calculator questions (Paper 1) and calculator-allowed questions (Paper 2), but especially Paper 2 questions. All review questions should be clearly marked as one or the other. It is important to include some questions that are best done without a calculator as Paper 2 review questions - since this will occur on the actual exam in May (or November). Most of the review exams on this page include a non-GDC section (part 1) and a GDC-allowed section (Part 2). However, some of the review exams (such as HL Review Exam 1) allow the GDC on all questions but it is certainly the case that it is not appropriate to use a GDC for each question. Students need practice in deciding about when it is appropriate to use a GDC on a GDC-allowed (Paper 2) question.
So, I refer to the assessments on this page as 'exams' rather than as 'tests' not because they are full-length exams (they are shorter than that) but because they offer students the experience of being confronted with a wide range of syllabus content in a set of questions which generally move from 'accessible' to 'discriminating'. Worked solutions (solution key) are available for each review exam. All of the questions on these review exams are original and not from past IB exams. More review exams will be added on a regular basis.
HL Review Exam1
Exam has 10 questions for a total of 70 marks. GDC is allowed on all questions. Worked solutions available below. syllabus content: sequences & series, binomial expansion, cosine rule, extension of sine rule to ambiguous case, trigonometric identities, solving trigonometric equations, differentiation (chain, product & quotient rules); tangents and normals, implicit differentiation, related rates, optimization, integration (by inspection, by substitution, by parts), area between a curve and the x-axis, volume of a solid of revolution
HL Review Exam1 SOL KEY
Solution key (worked solutions) for HL Review Exam1 above.