Mathematical Studies SL Internal Assessment
This project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements. This project is worth 20% of the assessment component of the DP course. This is an individual project and group work is not allowed. Each project is an individual piece of work based on different data collected or measurements generated. All work connected to the project is that of the individual student. Any and all work completed, including the writing, should be the students own. The writing should not exceed 2,000 words, excluding diagrams, graphs, appendices and bibliography. The quality of the mathematics and the processes used and described is what’s important, not the number of words written.
Requirements and Recommendations
Each project must contain:
· A title
· A statement of the task and plan
· Measurements, information or data that have been collected and/or generated
· An analysis of the measurements, information or data
· Interpretation of results, including a discussion of validity
· Appropriate notation and terminology
Historical projects that reiterate facts but have little mathematical content are not appropriate and should be actively discouraged.
Deadlines
· Project Title and brief description
· Completion of data collection or generation
· Submission of the first draft
· Project completion
Internal Assessment Criterion
Criterion A: Introduction
A statement of the task should appear at the beginning of each project. It is expected that each project has a clear title. It should include a detailed plan that will be followed. In this context, the word “task” is defined as “what the student is going to do”; the word “plan” is defined as “how the student is going to do it.”
Criterion B: Information/Measurement
The relevant information has been collected, or set of measurements generated, is organized in a form appropriate for analysis and is sufficient in both quality and quantity.
In this context, generated measurements include those that have been generated by computer, by observation, by prediction from a mathematical model or by experiment. Mathematical information includes geometrical figures and data that is collected empirically or assembled from outside sources. This list is not exhaustive and mathematical information does not solely imply data for statistical analysis. If a questionnaire or survey is used then a copy of this along with the raw data must be included.
Criterion C: Mathematical Processes
The simple relevant mathematical processes have been carried out correctly. In addition, at least one relevant further process has been carried out.
All processes, both simple and further, that have been carried out are without error. When presenting diagrams, students are expected to use rulers where necessary and not merely sketch. A freehand sketch would not be considered a correct mathematical process. When technology is used, the student would be expected to show a clear understanding of the mathematical processes used. All graphs must contain all relevant information. The teacher is responsible for determining the accuracy of the mathematics used and must indicate any errors on the final project. If a project contains no simple mathematical processes, then the first two further processes are assessed as simple.
Criterion D: Interpretation or Results
The project contains a meaningful discussion of interpretations and conclusions that are consistent with the mathematical processes used.
Use of the term “interpretation” and “conclusion” refer very specifically to statements about what the mathematics used tells us after it has been used to process the original information or data. Discussion of limitations and validity of the processes is assessed elsewhere.
Criterion E: Validity
There is an indication, with reasons, if and where validity plays a part in the project.
Validity addresses whether appropriate techniques were used to collect information, whether appropriate mathematics was used to deal with this information, and whether the mathematics used has any limitations in its applicability within the project. Any limitations or qualifications of the conclusions and interpretations should also be judged within this criterion. The considerations here are independent of whether the particular interpretations and conclusions reached are correct or adequate.
Criterion F: Structure and Communication
The project has been well structured in accordance with the stated plan and is communicated in a coherent manner.
The term “structure” should be taken primarily as referring to the organization of the information, calculations and interpretations in such a way as to present the project as a logical sequence of thought and activities starting with the task and the plan, and finishing with the conclusions and limitations.
Communication is not enhanced by a large number of repetitive procedures. All graphs must be fully labeled and have an appropriate scale.
Projects that do not reflect the significant time commitment required will not score highly on this assessment criterion.
Criterion G: Notation and Terminology
This project contains correct mathematical notation and terminology throughout. This criterion refers to the use of correct terminology and mathematical notation. The use of calculator or spreadsheet notation is not acceptable.
For a complete description of the project download the file below.
internal_assessment.pdf | |
File Size: | 3951 kb |
File Type: |
IA Planning Sheet
form_a_final.doc | |
File Size: | 30 kb |
File Type: | doc |
More Examples of Projects
Here is a link to good and poor examples of previously submitted projects. Please READ the comments in order to help identify the difference between good and poor examples.http://xmltwo.ibo.org/publications/DP/Group5/d_5_matsd_tsm_1205_1/html/67.207.142.65/exist/rest/app/tsm.xql@doc=d_5_matsd_tsm_1205_1_e&part=2&chapter=2.html
A good example of a previously submitted project.
http://www.slideshare.net/BillyEgg/ib-math-studies-internal-assessment-final-draft
http://www.cic-caracas.org/vanas/vanascontent/handouts/davis2.pdf
https://sites.google.com/a/beaverton.k12.or.us/ib-math-studies/home/ia-examples
http://www.cic-caracas.org/vanas/vanascontent/handouts/davis2.pdf
https://sites.google.com/a/beaverton.k12.or.us/ib-math-studies/home/ia-examples
Helpful Files From Your Text
project_ideas.pdf | |
File Size: | 64 kb |
File Type: |
mathematical_exploration.pdf | |
File Size: | 228 kb |
File Type: |