Session+6

=Mathematical Investigations= Developing a model.

1. What are variables, parameters or constraints? Variables - dependent and independent variables. Show the graph, label the axes correctly (be aware, e.g. they label x and y variables but actually t and y) ; defines exclusively Constraints - for fishing rods - what is the limitation of the length of the fishing rod.

Level 3 - develop your model based on your knowledge. The model should be relevant and consistent with the level of the course. Level 4 - How well your model fit the data? It can be numerical analysis. For SL, assessor does not want the students only say, "Fit well" without any explanation. Quality description instead of quantity description. Level 5 - Does your model work in this situation? Not only to apply to more data but also to interpret the model. How well does it fit to the data? BMI from one country whether fits to other country. Does it fit? If Not, why, if Yes, why?

If the student show successive models with showing the stages, Mark is willing to give C4 But if the student just writes, "I just put on the autogrpah and it fits" --> the students cannot get C4.

Level 2 - the student has not interpreted the reasonableness of the results of the model in the context of the task. They got the result but they haven't interpreted the result to the context of the task.

Level 3, 4, 5 C5 - the student has correctly and __**critically**__ interpreted the the reasonablesness How to interpret "critically" - Including limitation and modification, explain the limitation, :It does not fit to the model because ....."

A good example for function - Sunrise data in New York city. If the students can interpret "the sun set ,,, if the city close to the equator."

Guidance notes for Criterion D
 * In I/A 3 sigfig is not valid. Example, The best example is the sailor and the tides --> the best time to sail 3:00 am - 9:00 am, here don't answer in hour, minutes and seconds, e.g., 3:20:13.
 * A "minor" error in accuracy may prevent a candidate from achieving a level 5.
 * The term "criticla interpretation" should be defined by the teacher in terms of expectation of the task.

Sample Standardization Matrix: [|Parallelograms Matrix.pdf]