TABLE
OF
CONTENTS
What
Is
An
Exploration?.....................................................34
TimelineDeveloping
The
Exploration5
Planning
Mind
Mapping.78
Expected
Skills
and
Strategies.9
Assessment
Criteria.1012
Authenticity.13
Sites
For
Technology.14
SelfAssessment1516
Checklist17
Notes..18
WHAT
IS
AN
EXPLORATION?
FREQUENTLY ASKED QUESTIONS ABOUT THE INTERNAL ASSESSMENT (IA)
(Adapted from the OCC website)
How long should it be?
It is difficult to be prescriptive about mathematical writing. However, the Mathematics
SL
guide and the Mathematics
HL
guide state that 612 pages should be appropriate. A
common failing of mathematical writing is excessive repetition, and this should be
avoided, as such explorations will be penalized for lack of conciseness. However, it is
recognized that some explorations will require the use of several diagrams, which may
extend them beyond the page limit.
How long should it take?
It is difficult to give a single answer. However, the guideline of 10 hours class time with
approximately the same amount of time outside class should suffice for students to
develop their ideas and complete the exploration.
Does the exploration need a title?
It is good practice to have a title for all pieces of work. If the exploration is based on a
stimulus, it is recommended that the title not just be the stimulus. Rather, the title should
give a better indication of where the stimulus has taken the student. For example, rather
than have the title water, the title could be Waterpredicting storm surges.
Can students in the same school/class use the same title for the exploration?
Yes, but the explorations must be different, based on the avenues followed by each
student. As noted above, the title should give an idea of what the exploration is about.
Group work is not allowed.
Can students in the same school/class use the same stimulus?
Yes, this is permissible. However, the stimuli are intended to be broad themes around
which a variety of foci could develop. It is therefore expected that, even if students use
the same stimuli, the resulting explorations will be very different.
Can SL and HL students use the same stimulus?
Yes, there is no reason to restrict any stimulus to a particular level, although the
assessment of criterion E will be different.
What should the target audience be for a student when writing the exploration?
The exploration should be accessible to fellow students.
Can the students use mathematics other than that they have done in class?
Yes, but this must be clearly explained and referenced, and teacher comments should
clarify this.
Can students use mathematics that is outside the syllabus?
Yes, as long as the mathematics used is relevant. However, this is not necessary to
obtain full marks.
Does the exploration have to be word processed or handwritten?
It can be in either form as long as it is clearly legible.
What is the difference between criterion A (communication) and criterion B
(mathematical presentation)?
Communication is focusing on the overall organization and coherence of the exploration,
whereas mathematical presentation focuses on the appropriateness of the mathematics.
An exploration that is logically set out in terms of its overall structure could score well in
criterion A despite using inappropriate mathematics. Conversely, an exploration that uses
appropriate diagrams and technology to develop the ideas could score well in criterion B
but poorly in criterion A because it lacked a clear aim or conclusion, for example.
What is personal engagement?
The exploration is intended to be an opportunity for students to use mathematics to
develop an area of interest to them rather than merely to solve a problem set by
someone else. Criterion C (personal engagement) will be looking at how well the student
is able to demonstrate that he or she has made the exploration their own and
expressed ideas in an individual way.
What is the difference between precise and correct?
As outlined in criterion E (use of mathematics), precise mathematics requires absolute
accuracy with appropriate use of notation. Correct mathematics may contain the
occasional error as long as it does not seriously interfere with the flow of the work or give
rise to conclusions or answers that are clearly wrong.
What is a complete exploration?
In a complete exploration, all steps are clearly explained without detracting from its
conciseness.
What happens if a student does not complete the exploration?
The exploration accounts for 20% of their final mark. Students will not receive a grade
for mathematics SL or mathematics HL if they have not submitted an exploration.
Date
begun
Progress
Date
check
completed
What
is
an
exploration?
Review
examples
and
rubric
Think
about
stimuli
Choose
a
topic
11/17
12/12
Draft exploration
12/17
1/9
1/20
1/23
1/26
1/30
2/2
2/6
Introduction
o
o
o
Body/Mathematical
Exploration
o
o
o
o
Due: 2/13/17
2/18
2/25
Final
writing
Revise
draft
Submit
Stimuli
sport
algorithms
sine
e
space
volcanoes
games
codes
tiling
viruses
play
biology
physics
psychology
archaeology
cell
phones
musical
harmony
electricity
orbits
diet
symmetry
the
internet
population
health
business
chemistry
computers
music
motion
water
food
Euler
architecture
communication
agriculture
dance
geography
economics
information
technology
in
a
global
society
If
you
have
not
yet
decided
on
your
topic
then
you
might
like
to
use
this
to
get
you
started.
Use
the
mind
map
shown
on
the
previous
page
as
an
example.
Choose
a
stimulus
and
create
your
own
mind
map
here.
You
might
find
it
easier
to
brainstorm
with
one
or
two
others
to
get
your
creative
juices
flowing!
You
could
use
a
newspaper
/
journal
article
as
a
starter,
or
you
might
find
some
interesting
questions
in
previous
mathematics
Olympiads
or
open
your
eyes
and
look
around
you
nature
has
plenty
to
offer.
Choosing a topic
Reflection
Communication
Working
independently
Asking
questions,
making
conjectures
and
investigating
mathematical
ideas
Reading
about
mathematics
and
researching
areas
of
interest
Looking
for
and
creating
mathematical
models
for
realworld
situations
Personal engagement
Use of mathematics
Mathematical presentation
The
Assessment
Criteria
Authenticity
Plagiarism
This
includes
copying
quotes,
information
and
ideas,
directly
or
paraphrased,
from
books
and
websites.
Collusion
This
includes
working
closely
with
another
student
such
that
the
work
between
the
two
students
is
similar.
Collusion,
plagiarism
or
any
other
forms
of
academic
dishonesty
are
considered
by
the
College
to
be
acts
of
serious
misconduct
and
will
be
dealt
with
accordingly.
Ensuring
academic
honesty
To
prevent
plagiarism,
you
need
to
cite
your
sources
correctly
and
include
any
sources
in
your
bibliography.
If
you
have
questions
on
how
to
properly
cite
your
sources,
seek
advice
from
your
teacher
or
from
the
school
librarian.
Please
see
mPower
for
a
link
to
the
Massey
University
website
interactive
for
correct
referencing
methods.
(http://owll.massey.ac.nz/referencing/apainteractive.php)
While
you
might
discuss
ideas
with
other
students,
you
should
never
giver
another
student
your
work,
either
in
print
or
electronically.
If
you
have
had
discussions
with
people
regarding
the
content
of
your
exploration,
you
could
easily
include
this
in
your
introduction
as
part
of
the
gateway
into
the
topic.
You
will
be
required
to
sign
an
authenticity
statement
to
confirm
that
the
work
in
your
exploration
is
your
own
work.
Great software for working with graphs, diagrams, functions, spreadsheets, statistics, calculus and much, much more.
www.geogebra.org
A
modern,
easytolearn,
programming
language
that
is
great
for
writing
simulations.
There
are
loads
of
tutorials
available:
just
google
python
tuts.
www.python.org
Not
sure
how
to
use
your
TI83/84.
The
Baltimore
County
Community
College
website
has
a
set
of
excellent
video
tutorials
that
are
mainly
statisticsoriented,
but
that
are
also
useful
for
a
general
familiarisation.
http://faculty.ccbcmd.edu/elmo/math141s/TIVideo/TIWebpage.htm
An online graph plotter with graphing capabilities similar to those of your graphical calculators.
www.fooplot.com
A
really
powerful
search
/
CAS
engine.
(For
example,
type
find
antiderivative
of
f(x)
=
3x
into
the
search
bar.)
www.wolframalpha.com
Graph
functions,
plot
tables
of
data,
evaluate
equations,
explore
transformations,
and
much
more
for
free!
www.desmos.com
SelfAssessment
Name:
When
completing
your
self
assessment,
use
the
language
of
the
rubrics
and
the
teacher
expectations
to
comment
on
why
you
have
given
yourself
this
particular
grade.
Set
goals
for
yourself
for
each
criterion.
Title:
A

Communication
(
/4)
D  Reflection ( /3)
Checklist
Item
Yes
Partially
No
Have
you
chosen
a
topic
that
you
are
interested
in
and
developed
your
own
ideas?
Is
it
evident
in
your
exploration?
Have
you
explained
the
reason
why
you
have
chosen
your
topic
in
your
exploration?
Have
you
used
more
than
one
form
of
mathematical
representation?
Are
all
graphs,
tables
and
diagrams
sufficiently
described
and
labeled?
Are
formulae,
graphs,
tables
and
diagrams
in
the
main
body
of
the
text?
No
fullpage
graphs
and
no
separate
appendices.
Have
you
explained
what
you
are
doing
at
all
times?
Explanatory
comments
should
be
seen
throughout
your
exploration?
Have
you
submitted
a
first
draft
to
your
teacher
and
used
the
feedback
to
improve
your
report?
Have
you
made
changes
to
your
work
based
on
the
feedback
received
by
your
teacher
and
have
you
produced
a
copy
ready
for
marking
as
shown
in
the
requirements
in
this
course
companion
(pg
6)?
Notes