IB Math SL IA Prep

IB
Mathematics SL II
IA Summer Prep
*Due August 28, 2017*
Name:______________________________
Future IB Math SL 2 students:
To prepare for writing your IA you will review the following packet. You are expected to read several sample
math exploration papers using the link provided to help you. For the first day of school you must have
chosen a topic and completed the included Outline Worksheet. Other deadlines are included in this packet.
However, they are subject to change.
I will count the completion of this worksheet as 4 homework grades for the first quarter.
If you have any questions, you can contact me, Mrs. Smith, at mesmith4@fcps.edu
THE EXPLORATION!
What: A written paper that explores the math behind a personal interest of your choice
Go to https://sites.google.com/a/fcpsschools.net/smith-ib-sl-2/internal-assessment for
links to sample papers.
Why:
-‐ To apply and transfer skills to alternate situations, to other areas of knowledge, and to
future developments
-‐ To appreciate the moral, social, and ethical implications of Mathematics
-‐ To appreciate the international dimensions & universality of Mathematics
-‐ To appreciate the contribution of Mathematics to other disciples
Specifics:
• 6-‐12 pages, excluding graphs, diagrams, bibliography, etc

• Should take around 10 hours outside of class time. This includes research, writing a
draft, editing, etc.
• All sources must be cited in a bibliography.
• Not a regurgitation of facts or a historical essay.
• The target audience is your peers. Not expected to be a formal dissertation using
ostentatious vocabulary.
• Use of some sort of mathematical technology or software is strongly encouraged
• You are not expected to use any mathematics outside the level of this course.
• 20% of your IB mark
How:
In class, we will:
-‐ look at sample explorations and critique them

-‐ brainstorm research topics
-‐ practice writing sample research questions
-‐ discuss the details your exploration must include
Edward Kemp Istanbul 2015

On your own, you will:
-‐ Write a research question/aim/rationale

-‐ Submit your research question/aim/rationale to the teacher for feedback & approval
using the IA Outline worksheet
-‐ Find resources and write a draft version
-‐ Have an interview with your teacher to discuss your draft
-‐ Edit your draft and produce a final copy
When:
Selecting topic & submitting research question/aim/rationale ~ August 28
Outline for Paper and Introductory Paragraph ~ October 6
Rough Draft ~ November 13
Final Paper ~ December 8
Note #1: After the teacher has approved your topic & question, you may not switch topics without approval.
Note #2: No final version will be accepted late for full credit. 10% per day will be deducted from your school
grade for late submissions unless teacher approval due to extreme circumstance is sought before the due date.
Academic honesty:
The following are exerts from IB Academic Honesty Policy. To read more, please see:
http://occ.ibo.org/ibis/documents/general/specific_interest/malpractice/g_0_malpr_sup_0707
_1_e.pdf
v An authentic piece of work: Based on the candidate’s individual and original ideas with
the ideas and work of others fully acknowledged
v Plagiarism: The representation of the ideas or work of another person as your own
v Collusion: Allowing one’s work to be copied or submitted for assessment by another
v Candidates must record the URL of all web sites from which they obtain information
during their research, including the date when each web site was
accessed. This includes the copying of maps, photographs,
illustrations, data, graphs and so on.
not
Any students proven guilty of academic dishonesty may be given a 0 for
their IA and thus not earn their diploma or certificate.

TIME LINE & DUE DATES
Item Start Date Due Date

Now 8/28
Choose your topic
Complete Outline Worksheet Now 8/28
First Paragraph and Outline 8/28 - 10/6 10/6

Rough Draft 8/28-11/7 11/7
Makes notes for interview questions 8/28-11/7 11/7
Complete Self evaluation 8/28-11/7 11/7
Have Interview with teacher TBD TBD

11/7-12/8 12/8
Write your final copy
IB Evaluation
COMMUNICATION 4 marks
MATHEMATICAL PRESENATION 3 marks
PERSONAL ENGAGEMENT 4 marks
REFLECTION 3 marks
USE OF MATHEMATICS 6 marks
20 marks

APPENDIX A – Math Technology Resources
Great software for working with graphs, diagrams, functions,

spreadsheets, statistics, calculus and much, much more.
www.geogebra.org
Fabulous resource for quick tutorial on many math topics. Use the search feature to find
videos, applets, and notes to help you understand some of the math behind your topic.
http://www.khanacademy.org/
An online graph plotter with graphing capabilities similar to those of your graphical
calculators. www.fooplot.com
A really powerful search (For example, type “find antiderivative of f(x)
= 3x” into the search bar.) There is an app available for iphones,
etc.www.wolframalpha.com
Not sure how to do something? You tube is a great source of tutorial videos. For
example, here is a video on how to create a graph using Excel.
http://www.youtube.com/watch?v=oZAZj7NIkic
Word has an equation editor built in – this will make your life easier when it comes to
word processing mathematics. You may need to install this feature. There are youtube
videos and various websites that show you have to use the editor.
Graphing Calculator 3D . A free program that can graph in three dimensions. Can be
downloaded or used online http://calculator.runiter.com/graphing-‐calculator/

IB MATH SL IA EVALUATION CRITERION
A: COMMUNICATION (4 marks)
• Includes Introduction, rationale (Why did you choose this topic? Why is this topic of
interest to you?), aim (What do you hope your reader will learn?), and conclusion
• Expressing ideas clearly
• Identifying a clear aim for the exploration
• Focusing on the aim and avoiding irrelevance
• Structuring ideas in a logical manner
• Editing the exploration so that it is easy to follow
• Citing references where appropriate
• Graphs, tables and diagrams should accompany the work in the appropriate place
and not be attached as appendices to the document.
B: MATHEMATICAL PRESENTATION (3 marks)
• Using appropriate mathematical language and representation (notation, symbols,

terminology)
• Defining key terms, where required
• Selecting appropriate mathematical tools & technology (such as graphic display
calculators, screenshots, graphing software, spreadsheets, databases, drawing &
word-‐processing software, etc)
• Expressing results to an appropriate degree of accuracy
• Use multiple forms of mathematical representation, such as formulae, diagrams,
tables, charts, graphs and models, where appropriate.
C: PERSONAL ENGAGEMENT (4 marks)
• Thinking independently and/or creatively

• Asking questions, making conjectures, and investigating mathematical ideas
• Researching areas of interest
• Looking for and creating mathematical models for real-‐world situations
• Considering historical and global perspectives
• Demonstrating that you have “made the exploration your own”
• Expressing ideas in an individual way
• Addressing personal interest
• Presenting mathematical ideas in their own way.
• Asking and answering questions: “I wonder if…”, “What would happen if…” “Why
does that happen…

D: REFLECTION (3 marks)
• Reviewing, analysing and evaluating the exploration.

• Discussing the implications of results
• Considering the significance of the exploration
• Looking at possible limitations and/or extensions
• Making links to different fields and/or areas of mathematics
• Making connections to TOK
E: USE OF MATHEMATICS (6 marks)
• Demonstrating knowledge and understanding

• Producing work that is within the level of the course.
• Applying mathematics in different contexts
• Applying problem-‐solving techniques
• Recognizing and explaining patterns, where appropriate
• Looking at a problem from different perspectives
• Using logic
• Error-‐free mathematics

List of 200 ideas/topics for a Mathematical Exploration just in case
some students lack inspiration!
The topics listed here range from fairly broad to quite narrow in scope.
It is possible that some of these 200 could be the title or focus of a Mathematical Exploration, while others
will require you to investigate further to identify a narrower focus to explore. Do not restrict yourself only to
the topics listed below. This list is only the ‘tip of the iceberg’ with regard to potential topics for your
Mathematical Exploration. Reading through this list may stimulate you to think of some other topic in which
you would be interested in exploring. Many of the items listed below may be unfamiliar to you. A quick
search on the Internet should give you a better idea what each is about and help you determine if you’re
interested enough to investigate further – and see if it might be a suitable topic for your Mathematical
Exploration.
Algebra and number theory
Modular arithmetic Goldbach’s conjecture Probabilistic number theory
Applications of complex
numbers Diophantine equations Continued fractions
General solution of a cubic
equation Applications of logarithms Polar equations
Patterns in Pascal’s triangle Finding prime numbers Random numbers
Pythagorean triples Mersenne primes Magic squares and cubes
Loci and complex numbers Matrices and Cramer’s rule Divisibility tests
Complex numbers and
Egyptian fractions transformations Euler’s identity: ei + 1 = 0
Chinese remainder theorem Fermat’s last theorem Natural logarithms of complex
numbers
Diophantine application: Cole
Twin primes problem Hyper complex numbers numbers
Odd perfect numbers Euclidean algorithm for GCF Palindrome numbers
Factorable sets of integers of the
form Algebraic congruencies Inequalities related to Fibonacci
ak + b numbers
Graphical representation of roots
Combinatorics – art of counting Boolean algebra of
complex numbers
Roots of unity Fermat’s little theorem Prime number sieves
phi (golden ratio)
Geometry
Non-Euclidean geometries Cavalieri’s principle Packing 2D and 3D shapes
Ptolemy’s theorem Hexaflexagons Heron’s formula

Minimal surfaces and soap
Geodesic domes Proofs of Pythagorean theorem bubbles
Tesseract – a 4D cube Map projections Tiling the plane – tessellations
Penrose tiles Morley’s theorem Cycloid curve
Symmetries of spider webs Fractal tilings Euler line of a triangle
Properties of a regular
Fermat point for polygons and Pick’s theorem and lattices pentagon
Polyhedral
Geometry of the catenary
Conic sections Nine-point circle curve
Eratosthenes – measuring
Regular polyhedra Euler’s formula for polyhedra earth’s
circumference
Constructing a cone from a
Stacking cannon balls Ceva’s theorem for triangles circle
Conic sections as loci of points Consecutive integral triangles Area of an ellipse
Mandelbrot set and fractal shapes Curves of constant width Sierpinksi triangle
Squaring the circle Polyominoes Reuleaux triangle
Architecture and trigonometry Spherical geometry Gyroid – a minimal surface
Geometric structure of the
universe Rigid and non-rigid geometric Tangrams
structures
Calculus
Mean value theorem Torricelli’s trumpet (Gabriel’s horn) Integrating to infinity
Fundamental theorem of
Applications of power series Newton’s law of cooling calculus
L’Hôpital’s rule and
Brachistochrone (minimum time) Second order differential equations evaluating limits
Hyperbolic functions The harmonic series Torus – solid of revolution
Projectile motion Why e is base of natural logarithm
function
Statistics and modelling

Traffic flow Logistic function and constrained Modelling growth of tumours
growth
Modelling epidemics/spread of a
virus Modelling the shape of a bird’s egg Correlation coefficients
Central limit theorem Modelling change in record Hypothesis testing

performances for a sport
Modelling the carrying
Modelling radioactive decay Least squares regression capacity of the earth
Modelling growth of computer
Regression to the mean power
The Monty Hall problem Monte Carlo simulations Random walks
Determination of π by
Insurance and calculating risks Poisson distribution and queues probability
Lotteries Bayes’ theorem Birthday paradox
Normal distribution and natural Medical tests and probability Probability and expectation
Phenomena

Games and game theory
The prisoner’s dilemma Sudoku Gambler’s fallacy
Poker and other card games Knight’s tour in chess Billiards and snooker
Zero sum games
Topology and networks
Knots Steiner problem Chinese postman problem
Travelling salesman problem Königsberg bridge problem Handshake problem
Möbius strip Klein bottle
Logic and sets
Set theory and different ‘size’

Codes and ciphers infinities Mathematical induction (strong)
Zeno’s paradox of Achilles and
Proof by contradiction the tortoise Four colour map theorem
Numerical analysis
Linear programming Fixed-point iteration Methods of approximating π
Applications of iteration Newton’s method Estimating size of large crowds
Generating the number e Descartes’ rule of signs Methods for solving differential
equations
Gravity, orbits and escape Mathematical methods in
Radiocarbon dating velocity economics
Biostatistics Genetics Crystallography
Logarithmic scales – decibel,
Computing centres of mass Elliptical orbits Richter,
Fibonacci sequence and spirals Change in a person’s BMI over
in nature Predicting an eclipse time
Concepts of equilibrium in Mathematics of the ‘credit
economics crunch’ Branching patterns of plants
Column buckling – Euler
theory
Miscellaneous
Paper folding Designing bridges Mathematics of rotating gears
Curry’s paradox – ‘missing’
Mathematical card tricks square Bar codes
Applications of parabolas Music – notes, pitches, scales… Voting systems
Flatland by Edwin Abbott Terminal velocity Towers of Hanoi puzzle
Photography Art of M.C. Escher Harmonic mean
Sundials Navigational systems The abacus
Construction of calendars Slide rules Different number systems
Mathematics of juggling Global positioning system (GPS) Optical illusions
Origami Napier’s bones Celtic designs/knotwork
Design of product packaging Mathematics of weaving

IB MATH SL IA OUTLINE WORKSHEET

Name:
Stimuli:
Specific Topic:

My Research question is:

My Aim is:

My Rationale is:

What are the math connections (syllabus topics) to your area of interest?

What are some things that you may have to research in order to answer your research
question?

What are the definitions you will need to define for people not familiar with this topic?

What are some possible visual representations (graphs, tables, diagrams,…) that you might
want to have?

Tips to writing a good Math
Exploration
• Start with an introduction that includes your research question.

• Then state your aim and rationale.
Aim: What is the point of your exploration?
Rationale: Why did you choose this topic? What do you hope your reader will
learn?

• Create an outline to help you organize your ideas and streamline your research.

• While doing your research, keep a record of each website you visited and include the
date.

• If you need to round any decimal, consider the degree of accuracy. For your topic, how
many decimal places are relevant? For example, while a difference of one tenth may not
matter if you are talking about speed of a locomotive, it could matter if you are talking
about the amount of milligrams of morphine administered to a patient.
• Use ≈ for any rounded values.

• Include page numbers for easier reference later on.

• Only use mathematics that YOU understand. Khan Academy or YouTube could help. If you still
can’t figure it out, it’s probably too hard for this level of math. It is not your teacher’s
responsibility to teach you the math.

• Ask and answer personal questions (“I wonder if…, What if…)?. Make conjectures (an opinion
or theory without sufficient evidence or proof).

• Use proper math vocabulary (plug in à substitute) and notation (x^2 à x2).

• Consider the historical and global perspectives of your topic.
Historical perspective: things that have happened with your topic in the past
Global perspective: the links between your own life and others throughout the
world
• Discuss the implications of your results. (What do they mean? Why are they important? How
do they affect your life?...)

• Discuss your results in the context of your topic, not just in general terms.
Ex:

The graph levels off at x > 15

The graph levels off after
the age of 15 because that
is the average age when
girls tend to reach their
maximum height.

• Discuss possible limitations and/or extensions of your topic.
Limitation: a restriction, a defect or failing
Extension: an occurrence in another area

• Make connections between your topic and different disciplines and/or areas of mathematics?

• Add “your voice” to your paper.

IB MATH SL IA
A CHECKLIST FOR WRITING
YOUR DRAFT EXPLORATION
Communication & Mathematical presentation

⎕ Did you start with an introduction?

⎕ Do you have a clearly written aim and rationale?

⎕ Does the entire paper focus on the aim and avoiding irrelevance? Don’t go off on a tangent.

⎕ Does the writing flow nicely?

⎕ Is your exploration coherent? (Def’n: logically organized, understandable, having clarity)

⎕ Did you include graphs, tables and diagrams at appropriate places and not attach them all at the
end?

⎕ Have you had someone (not a student in Math SL) edit your paper?

⎕ Did you cite all references in your bibliography and acknowledge direct quotes appropriately?

⎕ Did you use appropriate mathematical language and representation? (No computer notation *,
^, etc)

⎕ Did you define key terms where necessary?

⎕ Did you use appropriate technology?

⎕ Did you think about the degree of accuracy? (For your topic, how many decimal places are
relevant?)

⎕ Did you end with a conclusion and relate it back to your aim and rationale?

⎕ Do you have page numbers?

Use of mathematics
⎕ Did you explore unfamiliar math, or apply familiar math to a new situation?

⎕ Did you create mathematical models for real-‐world situations, if this applied to your topic?

⎕ Did you apply problem-‐solving techniques?

⎕ Did you look for and explain patterns, if this applied to your topic?

Reflection
⎕ Did you ask questions, make conjectures and investigate mathematical ideas?

⎕ Did you consider the historical and global perspectives of your topic?

⎕ Did you discuss the implications of your results? (What do they mean? Why are they
important?...)

⎕ Did you consider the significance of your paper?

⎕ Did you look for possible limitations and/or extensions of your topic?

⎕ Did you make links between your topic and different fields and/or areas of mathematics?

Personal engagement
⎕ Did you ask and answer personal questions (“I wonder if…, What if…)?

⎕ Did you try to think independently and creatively?

⎕ Did you address why you think your topic is interesting or why it appealed to you?

⎕ Did you present mathematical ideas in your own way (as opposed to copy someone else’s
theory)?

⎕ Did you try to add “your voice” to the work?

⎕ Did you relate the results to your own life?


MATHEMATICS SL IA: STUDENT
LED INTERVIEW
Be prepared to do the following things during your
10 minute interview. You should have notes and/or
post-‐its all over your exploration.

¢ Show me:

 your clear aim & rationale in your opening paragraph

 evidence that key words are defined

 where/how you have used technology

 where you have considered an appropriate degree of accuracy

 where you considered historical and global perspectives

 where you discussed possible limitations and/or extensions

 that your conclusion related back to your aim & rationale

 your bibliography

¢ Briefly describe:

 how/where you used math. Be prepared to defend the level

 how/where you showed personal engagement and made the work
your own

SELF-‐EVALUATION

Award yourself a mark and write a brief justification for each criterion.

Candidate name:

Title: Date due:

Marks
Earned
A: COMMUNICATION
0 The exploration does not reach the standard described by the descriptors
1 The exploration has some coherence.
2 The exploration has some coherence and shows some organization.
3 The exploration is coherent and well organized.
4 The exploration is coherent, well organized, concise and complete.
B: MATHEMATICAL PRESENTATION
0 The exploration does not reach the standard described by the descriptors.
1 There is some appropriate mathematical presentation.
2 The mathematical presentation is mostly appropriate.
3 The mathematical presentation is appropriate throughout.
C: PERSONAL ENGAGEMENT
1 There is evidence of limited or superficial personal engagement.
2 There is evidence of some personal engagement.
3 There is evidence of significant personal engagement.
4 There is abundant evidence of outstanding personal engagement.

Marks
Earned
D: REFLECTION
1 There is evidence of limited or superficial reflection.
2 There is evidence of meaningful reflection.
3 There is substantial evidence of critical reflection.
E: USE OF MATHEMATICS
1 Some relevant mathematics is used.
2 Some relevant mathematics is used. Limited understanding is demonstrated.
3 Relevant mathematics commensurate with the level of the course is used. Limited
understanding is demonstrated.
4 demonstrated.
Relevant mathematics commensurate with the level of the course is used. The mathematics
explored is partially correct. Some knowledge and understanding are demonstrated.
5 Relevant mathematics commensurate with the level of the course is used. The mathematics
explored is mostly correct. Good knowledge and understanding are demonstrated.
6 Relevant mathematics commensurate with the level of the course is used. The mathematics
explored is correct. Thorough knowledge and understanding are demonstrated.

Briefly describe the changes you need
to make to your exploration?

Edward Kemp Math SL 2015

IB Math SL IA Prep

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*Due August 28, 2017*

• 6-­‐12 pages, excluding graphs, diagrams, bibliography, etc

In class, we will:

-­‐ look at sample explorations and critique them

Edward Kemp Istanbul 2015

-­‐ Write a research question/aim/rationale

Edward Kemp Istanbul 2015

Item Start Date Due Date

First Paragraph and Outline 8/28 - 10/6 10/6

Makes notes for interview questions 8/28-11/7 11/7

Complete Self evaluation 8/28-11/7 11/7

Have Interview with teacher TBD TBD

MATHEMATICAL PRESENATION 3 marks

PERSONAL ENGAGEMENT 4 marks

USE OF MATHEMATICS 6 marks

Edward Kemp Istanbul 2015

Great software for working with graphs, diagrams, functions,

Edward Kemp Istanbul 2015

A: COMMUNICATION (4 marks)

B: MATHEMATICAL PRESENTATION (3 marks)

• Using appropriate mathematical language and representation (notation, symbols,

C: PERSONAL ENGAGEMENT (4 marks)

• Thinking independently and/or creatively

Edward Kemp Istanbul 2015

• Reviewing, analysing and evaluating the exploration.

E: USE OF MATHEMATICS (6 marks)

• Demonstrating knowledge and understanding

Edward Kemp Istanbul 2015

Ptolemy’s theorem Hexaflexagons Heron’s formula

Statistics and modelling

Central limit theorem Modelling change in record Hypothesis testing

Edward Kemp Istanbul 2015

Set theory and diﬀerent ‘size’

Edward Kemp Istanbul 2015

Edward Kemp Istanbul 2015

Edward Kemp Istanbul 2015

• Start with an introduction that includes your research question.

• Use ≈ for any rounded values.

Edward Kemp Istanbul 2015

Communication & Mathematical presentation

Edward Kemp Istanbul 2015

Edward Kemp Istanbul 2015

Edward Kemp Istanbul 2015

Edward Kemp Istanbul 2015

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Due August 28, 2017

• 6-‐12 pages, excluding graphs, diagrams, bibliography, etc

-‐ look at sample explorations and critique them

-‐ Write a research question/aim/rationale