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

The exploration is well structured and follows a clear mathematical sequence from modelling to numerical comparison and conclusion.

The student's use of headings, a contents page, and a concluding section makes the work easy to navigate.

Most of the material remains relevant to the investigation and supports the central model.

The development is not fully seamless, and some sections feel more descriptive than analytically integrated.

Large repeated screenshots interrupt the flow and take space away from clearer mathematical discussion.

The central modelling argument would be stronger if the comparison between the model and the real bridge evidence were introduced earlier and more tightly linked.

The student uses a good range of mathematical language, including transformed cosine notation, integrals, derivatives, and trapezoidal-rule terminology.

The student's tables, equations, and displayed calculations are generally legible and support the reasoning.

The work is usually clear and consistent in its mathematical presentation.

Some notation is imprecise, especially where the sign of the coefficient is confused with the absolute value.

The graphical evidence is not communicated as effectively as it could be, because the screenshots are cluttered and do not clearly show the trapezoidal comparison.

Unit usage and interpretation are not always handled carefully, which weakens the clarity of the mathematical story.