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

The student's investigation has a clear structure with a purposeful introduction, distinct sections, and a conclusion that returns to the original aim.

The student keeps the reader oriented by using labelled graphs, tables, and appendices in a way that makes the exploration easy to navigate.

Most of the content stays relevant to the modelling question and supports the comparison of the candidate functions.

The flow is sometimes interrupted by repeated discussion of the same fit measures and by supporting calculations being separated from the main comparison.

Some key claims are too strong for the evidence shown, especially where the argument moves from model behaviour to real-world conclusions.

A few layout choices, such as where graphs and appendices appear, reduce the sense of a seamless final presentation.

The student uses relevant mathematical language such as residuals, RMSE, coefficient of determination, asymptote, and concavity.

The student includes several useful representations, including tables, scatter plots, fitted curves, and derivative expressions.

The student's writing is usually clear enough that the reader can understand the intended comparison between the models.

Some notation is inconsistent, especially where observed and predicted values are not clearly distinguished.

Several equations and values conflict across the main text and appendix, which makes parts of the communication difficult to verify.

A few graphs and tables would be easier to interpret if the labels, legends, and symbols were used more consistently throughout.