Exploration Grade 11

8/11/2019 Exploration Grade 11

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ExplorationGrade 12


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The aims of all mathematics courses are to enable students to:

1. Enjoy mathematics, and develop an appreciation of the elegance and power of mathematics

2. Develop an understanding of the principles ad nature of mathematics

3. Communicate clearly and confidently in a variety of contexts4. Develop logical, critical and creative thinking and patience and persistence in problem solving

5. Employ and refine their powers of abstraction and generalisation

6. Apply and transfer skills to alternative situations, to other areas of knowledge and to future deve

7. Appreciate how developments in technology and mathematics have influenced each other

8. Appreciate the moral and social and ethical implications arising from the work of mathematician

applications of mathematics

9. Appreciate the international dimension in mathematics through an awareness of the universality

and its multicultural and historical perspectives10. Appreciate the contribution of mathematics to other disciplines, and as particular area of know

TOK course


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The purpose of the exploration

The specific purposes of the exploration are to

Develop students personal insight into the nature of mathematics and to develop their ability to

their own questions about mathematics

Provide opportunities for student to complete a piece of mathematical work over an extended

time.

Enable students to experience the satisfaction of applying mathematical processes independen

Provide student with the opportunity to experience for themselves the beauty, power and usef

mathematics

Encourage students, where appropriate, to discover, use and appreciate the power of technolog

mathematical tool

Enable students to develop the qualities of patience and persistence, and to reflect on the signi

of their work

Provide opportunities for students to show, with confidence, how they have developed mathem


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Academic Honesty

Read the Academic Policyavailable on Managebac (soon)

All work connected with the Exploration, including the writing of the exploration, should

be your own. Take ownership of your project. Be proud of your achievements.

You will receive help with your exploration. Teachers will be able to speak with you about your to

you will submit a first draft. Your teacher will be able to give you advice on how to improve your

before submitting a final piece.

Authenticity may be checked by discussion with the student on the content of the ork, and scruti

one or more of the following

The students initial proposal

The first draft of the written work

The references cited

The style of writing compared with work to be that of the student


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You can choose from a wide variety of activities, for example

Modelling

Investigations

Applications of mathematics

You will need to pick a topic that you are interested in and want to explore. To help you pick a topic

keep a journal of areas that interest you. You will have an opportunity to discuss your ideas with yo

that you refine your final topic for exploration.

When studying topics in class make notes in your journal of possible mathematical links to your id

Add entries in your journal that show how you could apply aims 6-9 of the course to areas that in

Your journal can take any formblog, notebook, word document, video, audioit must be a form

feel comfortable using. (You had to do this for your personal project so should be aware of the typ

Cite any references in your journal of things you read, watch or listen to. Discuss the usefulness o

and why you found it interesting.


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Assessment Criteria Maximum Score

Criterion A: Communication 4

Crietrion B: Mathematical presentation 3

Criterion C: Personal Engagement 4

Criterion D: Reflection 3

Criterion E: Use of mathematics 6

Assessment criteriaInvestigations that are assessed during the course will also use these criteria so

that you can familiarise yourself with how the criteria are applied.


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Writing the mathematical exploration

The emphasis is on mathematical communication (including formulae, diagrams, graphs and so

accompanying commentary, good mathematical writing and thoughtful reflection.

The final report should be 6-12 pages long. It can be either word processed or handwritten. Studable to explain all stages of their work in such a way that demonstrates clear understanding. It sh

in such a way that their peers would be able to follow it fairly easily. The report should include a

bibliography, and sources need to be referenced in line with the IB academic honesty policy. Dire

be acknowledged.

It is the quality of the mathematical writing that is important, not the length.

The mathematics used should be commensurate with the level of the course, that is, it should bsuggested by the syllabus.

Students will not receive a grade for mathematics SL if the have not submitted an exploration

N S 2013 L k f id h K di /bl /j l f id


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NowSept 2013 Look for ideas everywhere. Keep a diary/blog/journal of ideas or quest

explored. List sources (videos, TV shows, websites, other courses) of inf

interested you. This journal will be checked between now and Septemb

Summer holidays Complete a planning sheet that asks you to outline your idea, research

through your exploration.September 2014 Examples of students work will be provided. A meeting will be schedule

discuss your focus.

October 2014 Draft exploration. Some class time will be given to you however you wil

on it at home also. You may meet with your teacher to discuss your rep

Friday November14th

Draft due to your teacher. You will receive comments on the strengths ayour exploration. You may meet with your teacher to discuss your repo

Monday 19thJanuary

2015

Final due date for Explorationthis is NON-NEGOTIABLE. If you miss th

need to start the whole thing again. You will then have to complete it a

is anticipated that the marks for the exploration will be given back to yo

exams so that we can give predicted grades.


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Websites:

http://www-history.mcs.st-and.ac.uk/ The MacTutor History of Mathematics archive

http://plus.maths.org/content/ Plus magazine

http://www.m-a.org.uk/jsp/index.jsp The Mathematical Association

TV Shows and Videos

The Code

Dara OBrien The School of Hard Sums

Other courses and links

Physicsradioactive decay

ChemistryCalculation of pH

BiologyPopulation Modeling

EconomicsSupply and demand

TOK - How easy is it to lie with statistics? Gambling
http://www-history.mcs.st-and.ac.uk/http://plus.maths.org/content/http://www.m-a.org.uk/jsp/index.jsphttp://www.m-a.org.uk/jsp/index.jsphttp://www.m-a.org.uk/jsp/index.jsphttp://www.m-a.org.uk/jsp/index.jsphttp://plus.maths.org/content/http://www-history.mcs.st-and.ac.uk/http://www-history.mcs.st-and.ac.uk/http://www-history.mcs.st-and.ac.uk/http://www-history.mcs.st-and.ac.uk/http://www-history.mcs.st-and.ac.uk/


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TOK: How did Gauss add up the integers from 1 to 100? Discuss the idea of mathematical intuition as t

proof.

TOK: Discuss the validity of the notion of infinity ( finitists)

AIM 8: Pascals Triangle. Attributing the origin of a mathematical discovery to the wrong mathematicia

TOK: How easy is it to lie with statistics?

Appl: Statistical calculations to show patterns and changes, geographical skills, statistical graphs

TOK: Can all data be modelled by a known mathematical function? Consider the reliability and validity

models in describing real-life phenomena

TOK: To what extent does mathematics offer models of real life? Is there always a function to model be

AIM 8: Newton or Leibnitz?

AIM 8: Vector theory is used for tracking displacement of objects, including for peaceful and harmful p

Appl: Physics - kinematics

Exploration Grade 11

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