IB matematik exploration artık sizin için sorun değil IB Math Exploration desteği IB Math Ozel Ders IB matematik ozel ders, IB discrete IB Set groups Ib math exploration IB math ogretmeni IB ozel ders
IB Math Exploration Topics 

IB Math HL
IB Math Internal assingments
SL MATH HL MATH
Coorelations two or more datas finding relations
Crytograpy by modulus
Trump v.s Hillary
Radical Functions
Data modeling
Climate Change
Vector Space
Using Natural Logarithm define Nature
Fibonaci
Shoping MALL
Competition Wall-mart between

Torus
Sea Shells in Nature
Birthday Pradigma
Taylor Series in Business Prediction
Fassion Design
Architectural
Buckling Formula
SIR
Batman vs. Superman Comparison Logos
Lagrange Multiples
Hyperbolic Functions
RSA
Optical Design
Optimization Cost
Related Rates with more functions
Leibniz -Newton
Shape of Universe
Time travel
Worm Hole

Each exploration should be assessed against the following five criteria.

Criterion A

Communication:  depends on well Organized levels.  A well-organized exploration contains an introduction (describe subjects personal engagements aims, your interests on exploration topics), has a rationale (which includes explaining why this topic was chosen), describes the aim of the exploration, describes math usage  and has a conclusion. A coherent exploration is logically developed and easy to follow.

Criterion B

Mathematical presentation. Easy to follow, uniqueness, 

  • use appropriate and clear  mathematical language (notation must be in IB standards, symbols must be well defined, terminology  must be defined )
  • define key terms, where required,  define key subjects if it is not  defined in your IB courses ,Describe everythings when it necessary.
  • use many multiple forms of mathematical representation such as formulas of maths, diagrams , tables, regression of your formulas, defined charts,  defined graphs and detailed explanation models, where appropriate.

Students must use mathematical language when communicating mathematical ideas, you mustt describe your reasons and findings.

Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word processing software, as appropriate, to enhance mathematical communication.

Criterion C

Personal engagement: This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognized in different attributes and skills. These include thinking independently and/or creatively, addressing personal interest and presenting mathematical ideas in their own way.

Criterion D

Reflection: This criterion assesses how the student reviews, analyses and evaluates the exploration. Although reflection may be seen in the conclusion to the exploration, it may also be found throughout the exploration.

Criterion E

Use of mathematics

The achievement levels and descriptors for criterion E are different for mathematics SL and mathematics HL.

SL only

This criterion assesses to what extent students use mathematics in the exploration.

Students are expected to produce work that is commensurate with the level of the course. The mathematics explored should either be part of the syllabus, or at a similar level or beyond. It should not be completely based on mathematics listed in the prior learning. If the level of mathematics is not commensurate with the level of the course, a maximum of two marks can be awarded for this criterion.

A piece of mathematics can be regarded as correct even if there are occasional minor errors as long as they do not detract from the flow of the mathematics or lead to an unreasonable outcome.

HL only

This criterion assesses to what extent and how well students use mathematics in the exploration.

Students are expected to produce work that is commensurate with the level of the course. The mathematics explored should either be part of the syllabus, or at a similar level or beyond. It should not be completely based on mathematics listed in the prior learning. If the level of mathematics is not commensurate with the level of the course, a maximum of two marks can be awarded for this criterion.

The mathematics can be regarded as correct even if there are occasional minor errors as long as they do not detract from the flow of the mathematics or lead to an unreasonable outcome. Sophistication in mathematics may include understanding and use of challenging mathematical concepts, looking at a problem from different perspectives and seeing underlying structures to link different areas of mathematics. Rigour involves clarity of logic and language when making mathematical arguments and calculations. Precise mathematics is error-free and uses an appropriate level of accuracy at all times.

 

The descriptions of the achievement levels for each of these five assessment criteria follow and it is important to note that each achievement level represents the minimum requirement for that level to be awarded. The final mark for each exploration is obtained by adding together the achievement levels awarded for each criterion A–E. It should be noted that the descriptors for criterion E are different for mathematics SL and mathematics HL.

The maximum possible mark is 20.


 


M13/5/MATHL/HP1/ENG/TZ0/XX/MS 2011 Mark scheme

M13/5/MATHL/HP2/ENG/TZ0/XX
. Mark Scheme

N13/5/MATHL/HP3/ENG/TZ0/XX. November 2010 Mark scheme


M11/5/MATHL/HP2/ENG/TZ0/XX
.   IB 2011 May  Past Papers
M11/5/MATHL/HP1/ENG/TZ0/XX
.  Mark Scheme
M11/5/MATHL/SP2/ENG/TZ0/XX
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M11/5/MATHL/SP1/ENG/TZ0/XX
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M11/5/MATHL/HP3/ENG/TZ0/XX
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M10/5/MATHL/HP3/ENG/TZ0/XX.