IB Mathematics SL 2017-8 Internal Assessment The Exploration 1
Important notes regarding the Exploration: This is your only Internally Assessed piece of work for Standard Level Maths. It must be submitted or you will receive a grade of N for Standard Level Maths, which will mean that you will not be awarded your IB Diploma. Your exploration will be assessed by your teachers, against the criteria (pages 5-9). Explorations are externally moderated by examiners using the same assessment criteria. The Exploration accounts for 20% of your final grade. The maximum mark is 20. A good exploration should be self-explanatory and easily understood by one of your peers. Sample explorations will be shared and examined with you. You will collaborate in a peer assessment process. Students may work on similar explorations. The teacher must be able to verify that all work is each student s own. Teachers will report on progress via Schoolbox for each of the following due dates: Proposal Draft Final submission There will be 6 lessons during terms 1 and 2 to work on your Exploration in class. Organised students work on their Exploration between class sessions and are ready to work, and, to discuss progress with your teacher in class sessions and between classes. 2
Getting Started Choosing a Topic A good exploration theme is one that interests you and which allows you to access a sophisticated level of mathematics across and beyond one or more areas of the Mathematics SL course. You must submit your proposed topic to your teacher who will advise you on its suitability with a view to allowing you access to the higher achievement levels in each criterion. A topic that interests you will sustain your motivation as you work on your exploration over six months. A good topic also allows you to demonstrate authentic personal engagement more effectively. Start by consider the following questions: What areas of the syllabus do I enjoy the most or perform the best in? What are my strongest mathematical skills? Do I prefer pure mathematics (investigating patterns or rules) or applied mathematics (problems and modelling of the real world)? What have I seen, heard or read about that interests me and could have a link to mathematics? What career do I eventually want to enter and what mathematics might link to this? What are my own interests and hobbies and what mathematics might link to these? Draw up a mindmap with your maths strength in the middle. Use this to brainstorm topic ideas. Also look at the following website or google maths concept AND xxxxxx Useful Websites for Ideas https://sites.google.com/a/gapps.uwcsea.edu.sg/east-hs-maths/explorations http://www.math.lsa.umich.edu/courses/389/projects.html http://ibmathsresources.com/maths-ia-maths-exploration-topics/ 3
EXPLORATION: Student Planning Document Name: PROPOSED TOPIC: (be as detailed and precise as possible; consider phrasing it as a research question) What is the personal engagement factor? Why is it of interest to you? What do you hope to learn from this investigation? Type of exploration. e.g., investigation (pure mathematics), modelling, real world application Relevant Mathematics topics. e.g., geometry, calculus, trigonometry, probability, statistics etc. Key mathematical concepts. e.g., rates of change, number sequences, curve fitting, modeling data Key mathematical skills needed e.g., appropriate notation, terminology and setting out; graphing polynomial functions; writing formal proofs; describing patterns as rules; applying technology Mathematics from outside the Mathematics SL syllabus that you might use or need. Technology and software that can help in the design and completion of the exploration. Useful References (data sources, websites, articles, textbook references) already sourced. Student Signature: Teacher Signature: 4
Criteria and Exploration Checklist 5
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Final Checklist Item Yes Partly No Is the work entirely yours? Have you explained why you chose your topic, why you are interested in the topic and how developed your own ideas? (in your introduction and throughout your report) Have you explained the reason why you have chosen your topic? (rationale) Is the aim of your exploration included in your introduction? Do you have an introduction and conclusion? Are other sections of your exploration clearly organised (appropriate sub-headings)? Are all key terms and variables defined? Have you used accurate and appropriate mathematical notation, symbols and terminology throughout your exploration? (Calculator/computer notation should not be used) Have you used more than one form of mathematical representation? Are all graphs, tables and diagrams sufficiently described and labelled? Are formulae, graphs, tables and diagrams in the main body of the text? No full-page graphs. No separate appendices. Have you explained how you used technology to enhance your exploration? Have you explained what you are doing at all times? Explanatory comments should be seen throughout your exploration. Have you used mathematics that is commensurate with the SL course (or beyond)? Are all calculations in your exploration correct with answers given to appropriate numbers of significant figures? Are accurate and appropriate units included? Have you reflected on your finding at appropriate places in your exploration, particularly in your conclusion? Are any and all initial assumptions, parameters, limitations clearly stated in the introduction? Are limitations and suggested extensions included in your conclusion? Have you considered the assessment criteria when writing your exploration? Have you self-assessed your exploration? Is your exploration between 6 to 12 pages long? Have you referenced your work in a bibliography? Have you had someone else read your exploration to ensure clear and complete communication? Does it have flow and coherence? Does it read well? 10
AUTHENTICATION Your drafts and final submissions must be uploaded to Managebac on or before due dates with submission candidate code file names. Only ONE draft can be commented on by your teacher. Plagiarism This includes copying quotes, information and ideas, directly or paraphrased, from books and websites. Collusion This includes working closely with another student such that the work between the two students is similar. Ensuring academic honesty To prevent plagiarism, you need to cite your sources correctly and include any sources in your bibliography. If you have questions on how to properly cite your sources, seek advice from your teacher or from the school librarian. To prevent collusion, you should discuss ideas with other students, but you should never giver another student your work, either in print or electronically. Turnitin To help detect plagiarism, some schools use the website turnitin.com. Some examples of technology include: RECOMMENDED TECHNOLOGY any kind of calculators, the internet, data logging devices word processing packages, spreadsheets, graphics packages statistics packages or computer algebra packages. www.geogebra.org www.python.org www.fooplot.com www.wolframalpha.com Great software for working with graphs, diagrams, functions, spreadsheets, statistics, calculus and much, much more. A modern, easy-to-learn, programming language that is great for writing simulations. There are loads of tutorials available: just google python tuts. An online graph plotter with graphing capabilities similar to those of your graphical calculators. A really powerful search / CAS engine. (For example, type find antiderivative of f(x) = 3x into the search bar.) 11