IB Mathematics Applications & Interpretation (AI) HL Internal Assessment Example

The student's exploration has a clear topic, sensible sectioning, and an overall mathematical progression that the reader can follow.

The student uses diagrams, graphs, and tables to support the written work and make the pursuit model more concrete.

The investigation stays mostly focused on the central chase problem, with relevant examples that connect to the main question.

Some parts are repetitive, especially where equations are restated without adding new insight.

The ending is too broad and does not clearly synthesize the key result of the exploration.

A few sections drift away from the main mathematical line of argument, which weakens conciseness.

The student uses relevant mathematical language such as coordinates, derivatives, arc length, and integration.

The student's diagrams and graphs support the algebra and help the reader connect symbols to the chase situation.

The student usually introduces equations in prose, which helps the mathematics feel purposeful rather than isolated.

The student's notation is not fully consistent, especially in the definition and later use of the speed ratio.

Some symbols and labels change across the exploration, which makes it harder to track the derivation confidently.

Several results are stated with too little explanation, so the reader has to infer too much of the logic.