Internal assessment
•Strong introduction (which includes the context of the exploration) and conclusion
•Includes rationale (why topic chosen) and aim which is clearly identifiable.
•Exploration is logically developed.
•All appropriate avenues explored.
•Graphs and tables are appropriately placed within the exploration, extra large tables are summarised in paper and then added in an appendix
•Easy to follow (written for a peer audience)
•Proper citations and referencing where appropriate.
•Mathematical and/or non-mathematical explanations are clear and concise.
•Key terms and variables explicitly defined.
•Correct use of mathematical language, terminology, symbols and notation (no *, or ^) use of approximate ≈ instead of equal, appropriate use of subscripts etc.
•Appropriate and varied forms of mathematical representation used (formulae, diagrams, tables, charts, graphs, models)
•Appropriate ICT tools are used for the task (ie, spreadsheet, GDC, Geogebra, pencil and ruler, etc.) •Appropriate degrees of accuracy for situation.
•Discrete versus continuous data clearly articulated if applicable.
•Graphs and diagrams appropriately labelled and scaled (zoomed in/out) for clear communication.
•Works independently.
•Creates strong personal examples
•Thinks creatively.
•Demonstrates personal interest
•Present mathematical ideas in your own way.
•Looks for and creates mathematical models for real-world situations (if applicable) •Asks questions, makes conjectures, investigates mathematical ideas.
•Researches the area of interest.
•Considers different perspectives (historical or global or local)
•Actively explores, learns, applies and describes unfamiliar (yet appropriately challenging) mathematics. •Shows independent thinking.
•Highly original work.
•Shows personal ownership of the work.
•Asks questions to explore and explores them.
•Passion and interestis abundant in the overall read of the paper.
•Discusses the implications of results.
•Accuracy and reasonableness considered and discussed.
•Considers the significance of the findings and results.
•Possible limitations (and/or extensions, improvements)
•Connections or links to other fields and mathematical areas.
•Choices of approach are considered and evaluated along the process. •Critical reflection demonstrated throughout (if applicable) and in conclusion. •Considers personal examples and work.
•Mathematical difficulties, problems and contradictions discussed.
•Mathematics is fully understood.
•Applies problem solving techniques
•Is mathematically rigorous.
•Clarity of mathematical language and logic when making mathematical arguments and calculations.
•Precise mathematics is error-free and uses appropriate level of accuracy at all times.
A4—The exploration is concise and easy to follow. A couple of typing errors does not detract from the flow.
B3—Multiple forms are well used.
C4—The work is highly original, and the student used historical idea to create her own similar situation. She is clearly engaged in the work.
D3—There is critical reflection, where the student tries to resolve contradictions discovered.
E6—Areas of sectors using radians and descriptive statistics are commensurate with the mathematics SL course, and are done well enough at achieve level 6.
A2—There is an introduction, but no aim or rationale, although the aim is implied on the last page. The exploration has some coherence and organization. There is no explanation of the statements on page 3.
A2—The work is repetitive, and lacks explanations. There is some structure and organization, but the lack of definition of key musical terms makes this difficult for readers who do not have a musical background.
Background information from the teacher:
“The student was interested in the stimulus ‘weather’ and said that she wanted to look into rainfall and to see whether this could be extended to other falling objects.
Once research had started, the student developed differential equations to explain rainfall, but soon found out that she did not have enough knowledge to solve one of the equations. She taught herself how to separate algebraic fractions into partial fractions, which helped her to find the solution she was after. Having supervised the student throughout the process, I can confirm that the student was very engaged with the task and all the work produced is her own.”
This information provided by the teacher justifies the levels awarded. Without this information, it may not be clear to others that the student was engaged and understood the work.
A4—Brief aim. Easy to read, logical, detailed. Clear aim (although the student does stray from it slightly). Coherent work through transformations required to obtain model. Returns to original question at end to fulfil aim – complete.
B2—Tables displaying data and units and clear. Labels on axes not always clear but appropriate graphs throughout. Misuse of words “scatter graph”, “constants”. Variables clearly defined.
C3—Application of area of mathematical interest to real-life situation. Conducts own experiment. Comparison of different approaches to produce models. Looks for different ways to explore problem.
D3—Reflects on nature of problem. Reflects on degree of accuracy of results. Constantly comparing models. Reflects on possible reasons for discrepancies between model and real-life data and considers ways to analyse this.
E6—Good initial analysis of results. Understanding of transformations of graphs and exponentials/natural logarithms (commensurate with syllabus) clearly demonstrated. Correct calculations throughout.
A4—Has all required elements. Rationale and implied aim and reaches conclusion Clearly written with helpful explanations and diagrams. Avoids repetition of calculations to keep piece concise.B2—Tables displaying data and units and clear. Labels on axes not always clear but appropriate graphs throughout. Misuse of words “scatter graph”, “constants”. Variables clearly defined.
B2—Most graphs are clearly labelled (but not all). Defines key terms, units and variables throughout. Error on p11 and p13.
C4—Engaged with the Mathematics in a topic obviously relevant to herself and uses real-life data. Explores unfamiliar maths and devises own approach to area under curve. Comparison of methods (geometric v calculus). Considers modelling.
D3—Considers other concentration time graphs. Compares results and reflects on this. Considers suitability and accuracy of chosen modelling functions as they develop and when they produce results. Returns to original problem to discuss results in context.
E5—Integration steps are clearly understood. Demonstrates understanding of concepts throughout. Understands concept of modelling.