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@[Link]
 THE EXPLORATION!

What:    A  written  paper  that  explores  the  math  behind  a  personal  interest  of  your  choice
Go to [Link] 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:  
[Link]  
_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.  

Edward  Kemp   Istanbul     2015  

 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  

Edward  Kemp   Istanbul     2015  

 APPENDIX  A  –  Math  Technology  Resources  

Great  software  for  working  with  graphs,  diagrams,  functions,  

spreadsheets,  statistics,  calculus  and  much,  much  more.  
[Link]  

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.  
[Link]  

An  online  graph  plotter  with  graphing  capabilities  similar  to  those  of  your  graphical  
calculators.    [Link]  

A  really  powerful  search   (For  example,  type  “find  antiderivative  of  f(x)  
=  3x”  into  the  search  bar.)   There  is  an  app  available  for  iphones,  
[Link]  

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.  
[Link]  

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  [Link]  

Edward  Kemp   Istanbul     2015  

 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…

Edward  Kemp   Istanbul     2015  

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

Edward  Kemp   Istanbul     2015  

 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
Edward  Kemp   Istanbul     2015  
 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

Edward  Kemp   Istanbul     2015  

 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

Edward  Kemp   Istanbul     2015  

                                          IB  MATH  SL  IA  OUTLINE  WORKSHEET  
 
 
 
 
Name:          

Stimuli:        

Specific  Topic:          
 
 
 
My  Research  question  is:  
 
 
 
 
 
 
 
 
 
 
 
 
My  Aim  is:  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
My  Rationale  is:  

Edward  Kemp   Istanbul     2015  

 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?  

Edward  Kemp   Istanbul     2015  

 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  
Edward  Kemp   Istanbul     2015  
 • 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.  

Edward  Kemp   Istanbul     2015  

                      
 
 

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?  

Edward  Kemp   Istanbul     2015  

 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?  
 

Edward  Kemp   Istanbul     2015  

 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  

Edward  Kemp   Istanbul     2015  

  
                         
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
0 The exploration does not reach the standard described by the descriptors.
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.

Edward  Kemp   Istanbul     2015  

 Marks
Earned
D: REFLECTION
0 The exploration does not reach the standard described by the descriptors.
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
0 The exploration does not reach the standard described by the descriptors.
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