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Found 77 results

  1. Long Post I am in Year 1 taking Mathematics as my subject for the extended essay. Initially i decided to use rotation of conic sections as my topic for my EE but i decided to change my topic again right before my IRS is needed (bc i dont feel motivated anymore on the old topic). Now, i am still trying to think of a new topic so that i can start writing next year. So far i read a Sample EE that garnered 32/36 points. It is about optimizing the distance of the kick of a ball from the conversion point to the try line in rugby considering only the plane parallel to the ground. The EE was easy to understand and as it simply defined the diagram and applied trigonometry, functions, and calculus(derivative) to look for the optimal distance and angle. Along with this method, he also used Circle theorems to achieve the same result. This EE kind of inspired me because it is simple yet his investigation is profound and he had a lot to discuss. Because of this, i thought of switching to the topic of applying maths in sports. One of my considerations is soccer or football as it is closely related to rugby as well as ice hockey since it doesnt deal much with gravity, but alas i dont play soccer, football, or ice hockey so it may not benefit me to look into this (but i am willing to look into these if it is simpler) Another one is table tennis where i thought of looking into the finding the range of angles wherein when hitting the ball, it would land and the maximum location(edges of the table) or near the net. One problem i encountered with this problem is that there are multiple variables regarding defining where the farthest and shortest trajectory of the ball with respect to the racket, how i hit the ball: angles along x and y, position of ball on the table, height where i hit the ball, gravity, spin on the ball, velocity etc. Last problem is how i will pattern this as a math EE as physics concepts are used here as well (projectile motions, angle of incidences etc). in short, id like to ask your insights and possible remedies to my problem on 1. Concepts in sports where i can apply mathematics 2. How to deal with the plethora of variables that can be seen in the topic 3. math concepts i can use to tackle it the table tennis problem 4. how to tackle the physics here mathematically, any advice Hope you guys can help, im sorry for the long backstory and the very demanding questions.
  2. I'm done with my math hl ia but it involves a lot of 3d geometry and stuff. I think I want to write it by hand I have a very neat handwriting and I can also draw the shapes. Can I do that or would it effect my grade negatively?
  3. Currently, I am a bit confused. Looking over the extended essay May 2018 guide I see that the title of the essay cannot be stated in the form of a question (I take that to mean that it also cannot be the research question itself). However, in the mathematics section of the guide it says that "In mathematics, the title of the essay must be in the form of a question" (taken directly from the guide). Then, they proceed to give an example of an essay title when describing how you must explain the title early on, but the example they give is not in the form of a question (they give the example "Methods for approximating Π throughout history"). So, that begs the question, should the title of my maths EE be my research question itself, or just a regular title (a statement)?
  4. Hello all! My extended essay is due Sunday. I am doing one in maths, and I have spent quite a lot of time on formatting. However, I just reviewed the IB Extended Essay Guide for May 2018 exams, and apparently double spacing is required in the formatting. If I do this, then my entire formatting system will be messed up and it will look weird (I currently have it set to 1.5). Is this requirement wavered for math papers? How much will I be marked down if I keep it at 1.5 spacing even if making it double spaced would make the formatting look worse in general? Also, as a side-note, how does the electronic turn-in detect when the 4000 word limit has been reached? Does it know when there is a parenthetical citation and to exclude that? Thank you!
  5. Hi! Having completed Math SL and scored a 7 on the exams, would math HL be an okay transition in terms of difficulty/understanding concepts?
  6. Hi guys, As I want to study economics at a selective university (in U.S) in the future, and I cannot stand taking Math HL at the moment, would it be sufficient to take Math SL combined with AP BC calc? I find Math SL very easy and score 6's/7's frequently (this is since I am repeating one year of the IB), so how hard would it be to shift focus during IB (repeated) year 1 and really study BC calc for almost a semester to take BC exams in spring? In this way I can compete with stronger applicants without having to struggle through the other than calc material in HL Math? Thnx
  7. Hey guys, I'm currently in IB1 and I should be starting to find a topic for my EE. My first choice of subject was Business & Management, and I've already interviewed a company, which wasn't very successful. I have second thoughts on my subject choice and I was thinking of changing to Mathematics. I study Maths SL, and I thought I could do my essay on which university I should choose. My research would be on the employment rate, drop-out rate and graduate salary of a range of universities. Using decision trees I would find which gives the highest chance of the highest income in the future, and that will be the winner. Do you guys think this is an appropriate topic for a Maths EE? Is it advanced enough? Is it a good idea to even change subject? Thanks for your help!
  8. https://ibb.co/bss4gF https://ibb.co/mtsFov https://ibb.co/gtZvov https://ibb.co/iMwVMF https://ibb.co/eFozFa Hi all! This is a package of questions for Standard Level Students. I've collected some interesting questions from the past paper, hope you will enjoy the question. These are the questions that are very 'trendy' for the recent papers. Emphasis on Vector and Calculus has been put on for SL. Please do attempt and share your opinion. I'm more than happy to answer for your questions. Good luck!
  9. https://ibb.co/dTqwva https://ibb.co/mvaUFa https://ibb.co/eVLwva https://ibb.co/kK6rTv https://ibb.co/nc2n1F https://ibb.co/hkaUFa Hi all! Here are the collection of questions that I think are very relevant for your upcoming exam! I brought some nice log and all the questions should be in paper 1 set up; no calculator please. I'm more than happy to answer for your questions. Please do attempt :)! Good luck.
  10. Hi all! I think these two questions are very nice questions to attempt for combinatorics :). Please enjoy the question and ask for hint if needed!
  11. Hi everyone! I love this question as it deals frequent complex type question. Especially the exact angle part :)! Enjoy!
  12. Hi all! I decided to upload a pile of questions. Please leave a comment on questions you'd like to verify :)! Today I chose some of questions I love from permutation/combination. Thanks for checking it out!
  13. Hi! I like this question as it tackles on polynomials and coefficients of polynomials and application of series! Enjoy!
  14. Hi! I like this question as it deals with compound angle AND factor formula. Please enjoy and discuss your answer :)!
  15. HI! I like this question a lot as it shows the phenomenon of sum of roots of unity with a nice guideline of geometric series! Overall, intermediate level of section B :)! Enjoy!
  16. Why not only rely on past papers? In my opinion, the best preparation with past papers is not to look over mark scheme. Essentially, as the name suggests, mark schemes only aim to aid teachers to mark student’s work on his paper. Not only does it lack with the detailed explanation, but also students lose their opportunity to encounter real IB style questions if they rely too much on mark scheme. For section A questions it relatively gives a good explanation; for Section B questions, however, when things get lengthy, explanations tend to be very concise and often do not make sense for students. It solely aims to guide teachers to base their grading criteria; it is not built for a model of ‘worked solutions.’ I encourage students more to discuss their solutions with friends. Also, IB community is very strong among students via internet, such as IB survival and IB Facebook group page. It’s a good place to start a discussion. Let me give you an example why you should avoid the habit of relying your study with mark schemes: Example: This is one of my favorite questions from IB HL. It not only tackles on definition of functions, but also it requires students to understand the concepts on Topic 1 and apply their skills to ‘unseen’ questions. If we look at Part (d) (iii), it asks about giving area in terms of a certain function A. The first part of the questions asks us to find out the relation between Fn and its inverse; here students are required to know what inverse relation is. For the geometrical interpretation, functions that are inverse to each other are symmetric along y=x. Then the second part tests our inequality skills with algebraic and geometrical interpretation: For Part (d), if you realize in the square box of 1 by 1, Fn is less than x, which means it is below y=x from 0 to 1, and since we know its inverse must be symmetric by y=x, the inverse must be above y=x. From this aspect, we can draw a random 1:1 function and work with the area to derive an answer. I believe this is how a student should approach to this type of question, since this ‘interpretation’ of function’s inverse with its algebraic property of composition and geometrical property of symmetry is the key for the unseen question. Let us compare our approach with the mark scheme of the question: As you can see, it’s painfully concise, and students cannot obtain their logical processing of this question from the mark scheme. Yes, when you apply the numbers and methods given by the mark scheme you could get the answer. But you will lose the essence of ‘interpretation’ skills as well as the half-independent attempt on this nice question. You can always elaborate your answer if your logic is correct; that is one of the greatest tactics for IB maths exam. PARTIAL mark!
  17. Why not only rely on past papers? In my opinion, the best preparation with past papers is not to look over mark scheme. Essentially, as the name suggests, mark schemes only aim to aid teachers to mark student’s work on his paper. Not only does it lack with the detailed explanation, but also students lose their opportunity to encounter real IB style questions if they rely too much on mark scheme. For section A questions it relatively gives a good explanation; for Section B questions, however, when things get lengthy, explanations tend to be very concise and often do not make sense for students. It solely aims to guide teachers to base their grading criteria; it is not built for a model of ‘worked solutions.’ I encourage students more to discuss their solutions with friends. Also, IB community is very strong among students via internet, such as IB survival and IB Facebook group page. It’s a good place to start a discussion. Let me give you an example why you should avoid the habit of relying your study with mark schemes: Example: This is one of my favorite questions from IB HL. It not only tackles on definition of functions, but also it requires students to understand the concepts on Topic 1 and apply their skills to ‘unseen’ questions. If we look at Part (d) (iii), it asks about giving area in terms of a certain function A. The first part of the questions asks us to find out the relation between Fn and its inverse; here students are required to know what inverse relation is. For the geometrical interpretation, functions that are inverse to each other are symmetric along y=x. Then the second part tests our inequality skills with algebraic and geometrical interpretation: For Part (d), if you realize in the square box of 1 by 1, Fn is less than x, which means it is below y=x from 0 to 1, and since we know its inverse must be symmetric by y=x, the inverse must be above y=x. From this aspect, we can draw a random 1:1 function and work with the area to derive an answer. I believe this is how a student should approach to this type of question, since this ‘interpretation’ of function’s inverse with its algebraic property of composition and geometrical property of symmetry is the key for the unseen question. Let us compare our approach with the mark scheme of the question: As you can see, it’s painfully concise, and students cannot obtain their logical processing of this question from the mark scheme. Yes, when you apply the numbers and methods given by the mark scheme you could get the answer. But you will lose the essence of ‘interpretation’ skills as well as the half-independent attempt on this nice question. You can always elaborate your answer if your logic is correct; that is one of the greatest tactics for IB maths exam. PARTIAL mark!
  18. [Group5][Tips]Which books to study for IB Maths HL? There are a lot of great books out there to study for IB Math. There are mainly 4 major publications that I recommend everyone for IB math preparation regardless of Higher Level or Standard Level. 4 major publications are 1) Haese Publication 2) Oxford University Press 3) Cambridge University Press 4) Pearson Among these four, Haese is the most favored publication by IB schools; despite its lack of touch on IB exam type questions, its online support and user friendly textbook attracted many teachers to prefer this book over the others. I personally think it has the charm with easy interaction on PDF version, and on its last chapter ‘Miscellaneous’ section you can enjoy a lot of IB exam type questions. Today, I’d like to talk about pros/cons of each major publication (except for Pearson) and the strategies for you to prepare the 2-years-journey of IB mathematics. 1) Haese Publication: - it has great alignment of 6 core topics as well as the detailed subject of each topic. - Chapters end with relatively easy one-way application questions. Exercises do not show which question is relevant to exam type question. - It has great chapters on Trigonometry, Vectors, Optimization and Related Rates, Probability and Counting (Permutation and Combination). - It is highly recommended that you attempt to finish this book around the summer before DP2. 2) Oxford University Press - Its allocation of chapters spread out too widely, especially Calculus part. - Each Exercise part of chapters consists of great diversity and well-prepared exam style questions. - It has many errors in question and answers - However, I personally believe it has had the most relevant IB exam questions up to 2016. - It has great chapters on Complex, Integration, Statistics and Trigonometric Function. 3) Cambridge University Press - In my opinion, it is the best book to study in DP2 after completion of Haese in DP1. - I do not recommend this book for DP1. After going the full cycle of core topics with Haese, candidates should try this book for more advanced questions and learn tricks for IB exam preparation. - Its alignment is the best one yet for IB exam preparation; its organized route to experience IB questions really feels the publisher did a wonderful job. Its mixed questions are very relevant to IB exam questions. - It has great chapters on Function/Calculus/Complex/Trigonometry. Regardless of your level, I think studying with HL books really help you succeed both SL and HL. For the matter of time, it is only 40 extra more hours for HL to be taught at school than for SL. In terms of content, HL does not differentiate that much from SL. It is the only matter of how much the exam question gets complicated and requires logical processing. For the current shift of SL exam question, (please do refer to my first article) I believe Haese gives great understanding for SL. For HL, you should complete Haese book after DP1, then use OUP and CUP vice versa until your exam period.
  19. Hi! I'd like to upload a daily quiz for maths HL and SL students to prepare for their upcoming exams! Each day will be based on topics, so I decided to upload a topic 3 related questions for today [Wed]. Feel free to share your answer/ask a question for hint! I like this question a lot as it not only deals with sector area, but also some trigonometric identities. Standard Section A question! Enjoy http://imgur.com/a/uJTJs
  20. Hello everyone, its my first time here and I would like to have some tips and thoughts for my possible math ee topic. I came to a conclusion that i'm going to research about the game of GO, which is a chinese board game much like chess. I would like to know what kind of mathematical application could be used for this. Maybe linear algebra? I would like to find out the number of possibilities to win a game. I would be glad to have some suggestions for the aim of my topic too. Thank YOU!
  21. Hi! Here is a possible Section A question for 2017. Please do attempt and share your thoughts! Thank you.
  22. Hi! Here is for Thursday Question on Topic 4. Please share your thoughts. Thank you! http://imgur.com/a/OmBlI
  23. Hello everyone! I intend to write some informative IB maths related articles. I'd like to help students all around the world to feel better and be better for IB maths! Today, I'd like to start with my opinion of Maths SL's current shift for questions types. Thank you for your time in advance, please share your opinions on comments below. I think this question sums up very well how the approach of Maths SL will go: http://imgur.com/a/LBrZ6 If you see this question, you can realize prior to 2015 papers, you need TRANSLATION of questions. Before 2015, it was more like apply 'Cosine Law' to get a length of an obtuse triangle, or use Normal distribution to work out probability etc. Not much 'mixed' questions. I personally think this question fits more for HL section A type question. Let us have look what IB expects from a student to know to attempt this SL question. Here, the important tactics of translating the question is to understand the 'terms' given. If you read the question, you realize few terms to pick up: 1) Intersection 2) Exactly One point 3) trigonometric function in terms of 'tanx' So, to translate intersection, we need to make function f(x)=g(x) And then, when you realize 'the number of solution,' what IB expects you is that you need to realize 'aha, only the chapter that deals with 'number of solutions' was the discriminant part from quadratic equation/function.' Then you realize you need to covert your initial functions into quadratics, which requires substitution. Then for the given domain of x and the range of k, we can work out the k since 'exactly one solution' deals with discriminant being zero! I would say this question would've been a typical section A of HL paper. If they asked to find the 'hence, find the solution for x,' this would've been a intermediate section B question. From my observation, I personally think the difficulty of SL paper will be the worst this year. It was like this all the time; when paper 3 for Caulus (option9) had been so easy (hence the high grade boundary), they give the worst paper for May 2016. (Although I think this was a fair paper and questions weren't that hard) Then after some complaints HUGE moderation was made for November 2016 option 9 paper (incredibly easier than the year before) My tips for Maths SL Students are 1. Focus on Calculus. I think there will be more questions relating to Calculus based on facts that great portion of 45,000 intakers of SL does study management/business related subjects in college, hence the more emphasis on calculus would do no harms Advanced vector/statistics questions related to 'practical' or 'wordy' questions, such as shortest paths/will the boat collide with reef/normal distribution mixed with binomial distribution. Thank you for reading and good luck everyone!
  24. Please help! I cannot figure out this question: Let a and b denote the roots of the quadratic equation x2 - kx + (k-1) = 0 (a) Express a and b in terms of k (b) Given that a2 +b2 =17, find the possible values of k.
  25. Hi there, I am currently working on my Mathematical Studies IA that l have to get done before the school term commences and l am experiencing a lot of difficulty. For my IA, l am looking at the potential correlation between Secondary School Gross Enrollment Ratio (for both male and female) and a country's GDP (Gross Domestic product - basically how much a country earns/how rich they are). I will be doing this for my Pearson's Correlation Coefficient. For my chi squared test of independence, l will be looking at Unemployment Rates and again, GDP. I have gotten my data from the world book (a resource that offers all this statistical data for each country). In total, l have obtained data for 96 countries and l have been told by my teachers that this is enough data. I have formulated my data into a table which l will include in an attachment in this post so if you are able to check it out and let me know whether it all seems ok, that would be great. After collecting all my data, this is about where it stops. From this point onward, l have no clue on what l need to do and l am really stressing out because l need to have it completed asap. Some people were telling me that l need to calculate my chi squared and get the expected frequency table and make sure that all the numbers were above 5. I honestly have no clue what all this means. I would really appreciate it if someone could offer me some help. Any sort of help would be greatly appreciated. Thanks heaps xx Maths Studies Data.docx