IB Math SL Type II Internal Assessment High Jump Heights Aim: The aim of this task is to consider the winning height for the men’s high jump in the Olympic Games. The table below gives the height (in centimeters) achieved by the gold medalists at various Olympic Games. Year | 1932 | 1936 | 1948 | 1952 | 1956 | 1960 | 1964 | 1968 | 1972 | 1976 | 1980 | Height(cm) | 197 | 203 | 198 | 204 | 212 | 216 | 218 | 224 | 223 | 225 | 236 | Note: The Olympic Games were not held in 1940 and
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Standard Level The portfolio - tasks For use in 2012 and 2013 © International Baccalaureate Organization 2010 7 pages For final assessment in 2012 and 2013 –2– MATME/PF/M12/N12/M13/N13 CONTENTS Type I tasks Lacsap’s Fractions Circles Type II tasks Fish Production Gold Medal Heights INTRODUCTION What is the purpose of this document? This document contains new tasks for the portfolio in mathematics SL. These tasks have been produced by the IB‚ for teachers to use
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IB Math SL Portfolio Body Mass Index (Type II) AmyXu April 11th/2012 In this portfolio‚ there will be investigations on the topic of the relationship between females of different ages and their body mass index (BMI-a measure of one’s body fat). Body mess index is calculated by taking one’s weight (kg) and dividing by the square of one’s height. ___________________________________________________________________________ While growing up‚ the
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Programme Mathematics SL formula booklet For use during the course and in the examinations First examinations 2014 Published March 2012 © International Baccalaureate Organization 2012 Mathematical studies SL: Formula booklet 1 5045 Contents Prior learning Topics Topic 1—Algebra Topic 2—Functions and equations Topic 3—Circular functions and trigonometry Topic 4—Vectors Topic 5—Statistics and probability Topic 6—Calculus 2 3 3 4 4 5 5 6 Mathematics SL formula booklet 1
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Math Portfolio SL TYPE I LACSAP’S FRACTIONS Introduction This assignment requires us to solve patterns in numerators and denominators in LACSAP’S FRACTIONS‚ and the first five rows look like: Figure 1: Lacsap’s Fractions 1 1st row 1 3/2 1 2nd row 1 6/4 6/4 1 3rd row 1 10/7 10/6 10/7 1 4th row 1 15/11 15/9 15/9 15/11 1 5th row Then
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Math Summative: Fishing Rods Fishing Rods A fishing rod requires guides for the line so that it does not tangle and so that the line casts easily and efficiently. In this task‚ you will develop a mathematical model for the placement of line guides on a fishing rod. The Diagram shows a fishing rod with eight guides‚ plus a guide at the tip of the rod. Leo has a fishing rod with overall length 230 cm. The table shown below gives the distances for each of the line guides from the tip of
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as the sequence advances. Using excel to graph the points and loggerpro to generate an equation‚ the general statement for finding the numerator N=0.5n2+0.5n‚ n having to be greater than 0. To check the validity of the equation sample equations were used: Sample Equation: 5th Row: N=0.5(5)2+0.5(5)=15 Patterns Recognized: The first pattern that could be recognized is that the difference between the numerators of the ensuing rows is 1 more than the change between the previous numerator of
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Lacsap’s Fractions Laurie Scott SL Math Internal Assessment Mr. Winningham 9/5/12 Instructions: In this task you will consider a set of numbers that are presented in a symmetrical pattern. Pascal’s Triangle |n=0 |1 | |1 |0 | |2 |3 | |3 |6 | |4 |10
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Alma Guadalupe Luna Math IA (SL TYPE1) Circles Circles Introduction The objective of this task is to explore the relationship between the positions of points within circles that intersect. The first figure illustrates circle C1 with radius r‚ centre O‚ and any point P. r is the distance between the centre O and any point (such as A) of circle C1. Figure 1 The second diagram shows circle
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IB Mathemetics SL Portfolio: Logarithmic Bases In this portfolio task‚ I will investigate the rules of logarithms by identifying the logarithmic sequences. After identifying the pattern‚ I will produce a general statement which defines the sequence. I will then test the validity of my general statement by using other values. I will finally conclude the portfolio task by explaining how I arrived to my general statement and its limitations. Consider the following sequences. Write down the next
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