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

The student's exploration has a clear overall progression from the real-world context to modelling, calculation, and a final conclusion.

The introduction and sectioning make the work easy to navigate, and the central aim stays visible throughout most of the investigation.

The student's conclusion returns to the research question and gives the reader a sense that the exploration reaches a finished endpoint.

Some transitions need clearer justification, especially when moving from the calculated areas to the final waste model.

A few sections become repetitive, particularly where similar scaling information is restated without adding new insight.

The packing discussion feels only loosely connected to the numerical model, so the flow weakens near the end.

The student uses appropriate mathematical terminology such as integrals, functions, scale factors, areas, and percentages.

Several representations support the student's explanation, including graphs, fitted curves, calculations, and layout diagrams.

The student's communication is usually clear enough that the reader can follow the intended method.

Some labels and units are inconsistent, which makes parts of the work harder to verify precisely.

A few diagrams are crowded, so the most important boundaries and values are not always easy to read.

At times the student describes enclosed regions using language that is too general, which makes the mathematical meaning less exact.