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Bangkok - Workbook PDF
Bangkok - Workbook PDF
www.ibo.org/programmes/pd
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Permission must be sought from the IB by emailing copyright@ibo.org for any use
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Mission statement
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DP Mathematics curriculum review – Frequently Asked Questions
Why are the changes being made? alongside exploring mathematical models and enjoy
All DP curriculums are reviewed on a seven-year teaching the more practical side of mathematics. Mathematics:
cycle. This ensures that each is fit for purpose and Applications and interpretation SL will be developed from
incorporate the latest educational research and lessons Mathematical studies SL. The HL course will be new content
learned from a thorough evaluation of the existing including elements of the current HL statistics and discrete
curriculum. We want to develop courses that allow enough content.
flexibility to address the needs of all students in the modern 30%
world. We believe the new DP mathematics subjects will Both Mathematics: Analysis and approaches and
offer more choice for a greater number of students as well Mathematics: Applications and interpretation will be offered
as offer schools greater flexibility in the way that they group at HL and SL, and within each subject the
22%SL course will be a
students, schedule lessons and teach the content. complete subset of the HL course.
When is first teaching and first examination of the What does SL as a subset of HL mean?
new subjects? As in most other subjects within the diploma programme
First teaching will take place in 2019 with first assessment the SL course is a subset of the HL course; mathematics has
in 2021. New guides will come out to schools in early 2019 always been a little different in this respect with the two
and subject specific seminars to launch the new subjects, SL and the two HL courses being separate subjects. When
will also take place around this time, to give teachers and SL becomes a subset of HL this means that HL students
schools time to prepare for the new subjects. will complete the 150 hours of the SL course as part of
the total 240 hours of the HL course. This will increase the
What are the plans for the new subjects? accessibility of the HL courses by encouraging strong SL
There will be two new subjects in mathematics replacing students to consider taking mathematics at HL.
the current four subjects. The subjects will be called
Mathematics: Analysis and approaches and Mathematics: Are schools and universities consulted about
Applications and interpretation changes during a review?
Yes, and consultation with schools and universities is on-
Both subjects are being designed to appeal to students with going throughout the seven-year review process. There are
varying levels of ability and motivation in mathematics, but many ways in which consultation takes place including
will be developing their mathematics fluency, their ability surveys to schools and universities, we gather reports from
to think mathematically, to recognise mathematics around our senior examinations teams, we conduct expert panel
them and to be able to use their mathematics in either discussions, we carry out literature reviews to consider
abstract or contextual settings. current trends in mathematics education, we compare
our syllabi to other syllabi worldwide, we commission
Mathematics: Analysis and approaches is intended for universities to conduct research on the direction of
students who wish to pursue studies in mathematics mathematics education, as well as gathering feedback from
at university or subjects that have a large mathematical our educator network through workshops, conferences and
content; it is for students who enjoy developing school visits.
mathematical arguments, problem solving and exploring
real and abstract applications, with and without Will there still be an internal assessment (IA)?
technology. Mathematics: Analysis and approaches will be Yes, IA is going to be based on the current HL and SL
a development from the current Mathematics HL and SL exploration model for both subjects. The exploration has
subjects. proved to be a popular, robust and reliable assessment tool.
A trial was conducted in September 2016 which showed
Mathematics: Applications and interpretation is being that students who produce a Mathematical studies SL type
designed for students who enjoy describing the real world project would not be at a disadvantage if this is changed to
and solving practical problems using mathematics; those the exploration model.
who are interested in harnessing the power of technology
DP curriculum review and development is an in-depth and inclusive process, drawing on the information
and expertise from a wide range of resources. Download this guide to learn more:
http://www.ibo.org/globalassets/publications/recognition/rec4122recognitioncurriculumbrief-5web.pdf
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Key findings from research on the impact of
the IB Diploma Programme
The International Baccalaureate (IB) Global Research department collaborates with universities and independent research
organizations worldwide to produce rigorous studies examining the impact and outcomes of the IB’s four programmes: the Primary
Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP) and the Career-related Certificate (IBCC).
Areas of inquiry include, but are not limited to: standards alignment, programme implementation, student performance and
the learner profile. The findings below come from internal IB, IB-commissioned and independent research relating to the DP.
Investigating the implementation and impact of the IB A case study investigated the enrollment, progression
Diploma Programme on state schools in Ecuador, a mixed and achievement of IB Diploma Programme graduates at
methods study examined governmental and other support two universities in Australia. The study tracked cohorts
for schools, changes in school practice and student outcomes. of students at the two universities (n=135 and n=19) over
The findings suggest that: the Ministry of Education is actively a five-year period, following enrollment in 2007; one of
supporting the DP in Ecuador by leading school selection and the universities also offered longitudinal data for a control
providing financial resources; generally DP students enjoy sample of non-IB graduates. The results indicate that
well-organized, interactive and imaginative lessons; and the generally IB students were more likely than their non-IB
DP has a noticeable effect on teacher pedagogy. Although, counterparts to be offered admission and to graduate within
students in DP state schools seem to be benefiting from five years, although students’ GPA rates and plans for future
the programme in terms of academic and non-academic education were similar (Edwards, Underwood 2012).
outcomes, students in Ecuador’s DP private schools generally
In the 1990s Chicago Public Schools (CPS) introduced
performed better in most subject areas (Barnett 2013).
the DP into 12 high schools throughout the city, mostly
Using data from the IB student data system (IBIS) and the serving low income, racially diverse students with little or no
National Student Clearinghouse (NSC), the IB Global Research history of college-going. Part of the Chicago Postsecondary
department explored the university enrollment, retention Transition Project, this study sought to examine the impact
and graduation rates of 2005 Diploma Programme graduates of Chicago’s IB programmes on postsecondary outcomes
in the United States (n=9,654). DP college graduation rates and experiences of CPS graduates, comparing DP and
were consistently higher than institutional university rates. matched non-DP graduates. The sample included 18,075
92% of DP candidates enrolled in college and 74% graduated CPS graduates between 2003 and 2007. Compared to
within four years (Halic 2013). similar non-DP graduates, DP graduates were more likely
to enroll in college, to enroll in selective colleges, to stay
A study by the Higher Education Statistics Agency (HESA)
enrolled and to perform better once there. Generally, DP
in the UK examined the characteristics and trends of IB
students reported that they felt well-prepared to succeed in
students (n=6,390), compared to A-level and other student
college coursework and described writing and mathematics
groups with similar qualifications, at Higher Education
preparation, motivation and time management as strengths
Institutions (HEIs). Data from the academic year 2008–2009,
(Coca, Johnson, Kelley-Kemple, Roderick, Moeller, Williams,
with comparisons from 2007–2008, offers evidence that IB
Moragne 2012).
students were more likely to: enroll in a top 20 HEI; receive
honours degrees or awards, in most subject areas; continue
on to further studies; and be employed in graduate level Attending a 77.2%
four-year college
positions and higher paid occupations (HESA 2011). 53.3%
In a separate working paper, Anna Rosefsky Saavedra of The impact of the extended essay (EE) on preparation for
RAND explored whether participation in the DP had an university studies was also examined through interviews
impact on ACT scores, high school graduation rates with 43 students and 14 tutors at two universities in the
and college enrollment for 20,422 CPS students from UK. Comparing A-level students’ research experiences with
2002–2008. The findings suggest that participation in the those of former DP students, DP students were more positive
DP may boost ACT scores by up to 0.5 standard deviations, about the value of the EE and their pre-university education.
and increase both the likelihood of graduating from high Overall, DP students reported that the EE strengthened their
school (by up to 17%) and enrolling in college (by up to 22%) critical thinking skills and capacity for independent research.
(Saavedra 2011). Some DP students, however, indicated that there were few
opportunities at their universities to use the skills they had
The relationship between students’ enrollment in the DP
developed through the EE (Wray 2013).
and their college preparedness was further examined
at four case study schools in Mexico. The results of the
study suggest that DP students do indeed enroll in
top-ranking universities in Mexico. DP students, teachers
and administrators reported a high level of preparedness for
college coursework although respondents did not believe
the DP offered an admissions advantage to DP students in
the Mexican tertiary system. The study also suggests that
academically stronger students tended to enroll in the DP,
reportedly due to a lack of satisfaction with other high
school options (Saavedra, Lavore and Flores 2013).
To better understand how the extended essay (EE) prepares
students for university-level research and academic success,
a study was conducted at the University of Virginia (UVA).
Examining former IB students’ (n=1,045) and former AP
students’ (n=1,046) perceptions of their high school research
experience, a survey found that IB students were more likely
to indicate they: felt prepared for college-level research;
were proud of their research; intended to conduct future
research; and believed research skills were important to
their continued success. After controlling for background
characteristics, the study also found a statistically significant
relationship between the EE score and college grade point
averages (GPAs) (Inkelas, Swan, Pretlow, Jones 2013).
This sheet aims to provide a brief sample of findings from recent research. It does not attempt to represent all research
on the DP available in the field. As with all research, findings must be placed within the particular contexts in which the
studies took place.
Barnett, E. 2013. Research on the implementation of the Diploma Programme in Ecuador’s state schools. New York, NY, USA. Inkelas, KK, Swan, A, Pretlow, J and Jones, J. 2013. Exploring the benefits of the International Baccalaureate extended essay for
National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University. university study at the University of Virginia. Charlottesville, VA, USA. Center for Advanced Study of Teaching and Learning in
Coca, V, Johnson, D, Kelley-Kemple, T, Roderick, M, Moeller, E, Williams, N, and Moragne, K. 2012. Working to my potential: Higher Education, University of Virginia.
Experiences of CPS students in the International Baccalaureate Diploma Programme. Chicago, IL, USA. The Consortium on Saavedra, AR. 2011. The academic impact of enrollment in the International Baccalaureate Diploma Programs: A case study of
Chicago School Research. Chicago Public Schools. Santa Monica, CA, USA. RAND.
Edwards, D and Underwood, C. 2012. IB graduates in Australian universities: Entry and outcomes. A case study of two institutions. Saavedra, AR, Lavore E, and Flores G. 2013. The International Baccalaureate Diploma Programme in Mexico as preparation for
Melbourne, Australia. Australian Council for Education Research. higher education. Santa Monica, CA, USA. RAND Education.
Halic, O. 2013. Postsecondary educational attainment of IB Diploma Programme candidates from US high schools. Geneva, Wray, D. 2013. Student perceptions of the value of the International Baccalaureate extended essay in
Switzerland. International Baccalaureate Organization. preparing for university studies. Coventry, UK. University of Warwick.
Higher Education Statistics Agency. 2011. International Baccalaureate students studying at UK higher education institutions:
How do they fare? UK: HESA.
To this end the organization works with schools, governments and international organizations to develop challenging
programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who
understand that other people, with their differences, can also be right.
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity
and shared guardianship of the planet, help to create a better and more peaceful world.
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry
and research and show independence in learning. They actively enjoy learning and this love
of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing,
they acquire in-depth knowledge and develop understanding across a broad and balanced
range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize
and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more
than one language and in a variety of modes of communication. They work effectively and
willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for
the dignity of the individual, groups and communities. They take responsibility for their
own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open
to the perspectives, values and traditions of other individuals and communities. They are
accustomed to seeking and evaluating a range of points of view, and are willing to grow
from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to service, and act to make a positive difference to the
lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and
have the independence of spirit to explore new roles, ideas and strategies. They are brave
and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve
personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to
assess and understand their strengths and limitations in order to support their learning and
personal development.
The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19
age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and
inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop
intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a
range of points of view.
Studies in language
and literature
Group 1
Language Individuals
acquisition and societies
Group 2 dge ext Group 3
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L E A
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RN
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Experimental Group 4 ty, action, serv Group 5 Mathematics
sciences
Group 6
The arts
Figure 1
Diploma Programme model
2 Mathematics HL guide
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Academic honesty in the IB
educational context
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IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to
create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right.
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry
and research and show independence in learning. They actively enjoy learning and this
love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad and
balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and
approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more
than one language and in a variety of modes of communication. They work effectively
and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect
for the dignity of the individual, groups and communities. They take responsibility for
their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open
to the perspectives, values and traditions of other individuals and communities. They are
accustomed to seeking and evaluating a range of points of view, and are willing to grow
from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to service, and act to make a positive difference to the
lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and
have the independence of spirit to explore new roles, ideas and strategies. They are brave
and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able
to assess and understand their strengths and limitations in order to support their learning
and personal development.
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Introduction
5. The school develops and implements policies and procedures that support
the programme(s).
The school has developed and implements an academic honesty policy that is
consistent with IB expectations.
The following questions can serve to stimulate initial discussions that will provide information about general
understanding within the school about academic honesty.
The academic honesty policy: Using other people’s work, referencing and citation
• When is it taught?
• How is it taught? Who teaches it? Is this the case in all subjects?
• What reinforcement is given?
• What opportunities for practice do students get?
• What about professional development for staff awareness?
As young adults preparing for university studies or entry into the workforce, Diploma Programme students
both enjoy the freedom and bear the responsibility of studying a course that emphasizes independence
and self-reliance. DP students are, appropriately, less dependent than their PYP and MYP counterparts
on the steady intervention of teachers and parents checking to make sure that lessons are understood
and assignments are completed on time. On the other hand, DP students experience a set of emotional
pressures—the pressure to perform on summative assessments, the stress of the university admission
process and time pressures—exerted by a system that can be seen to reward the individual’s end result
over the work (individual or collective) required to get there. For academic honesty, this can mean that
the idea of shared responsibility in the PYP and MYP for ensuring a piece of work is the student’s own risks
becoming the sole responsibility of the DP student, should a case of academic misconduct arise (Carroll
2012). Thus, teaching and learning in the DP must develop the positive behaviours that students will need to
demonstrate clearly that they complete their work carefully, honestly and authentically.
In their academic work, DP students develop research skills and study habits that are needed to demonstrate
academic honesty in more formal ways than would be appropriate to expect of younger learners. DP
students investigate and evaluate the usefulness of a greater variety of resources, and incorporate and
reference them within oral and written presentations of increasingly complex formats. This level of rigour
can present a challenge to students who certainly know right from wrong, but who may not possess the
organizational and self-management skills to demonstrate clearly that their work meets a formal standard
of academic honesty. All IB students understand the importance of acknowledging others because it is a
central feature of the constructivist, inquiry-based approach promoted in all IB programmes; yet, in the DP,
this requires the explicit teaching and learning of specific conventions accepted in a community of learners
for being transparent about the use of ideas and work of others—note making, in-text citation and the
preparation of a bibliography, to name but a few examples (Carroll 2012: 5–6).
This chapter will present case studies of academic honesty in a variety of DP courses.
Diploma Programme
English A Psychology
DP assessment task
Extended essay Internal assessment
Diploma Programme
A DP student is planning his TOK A visual arts student is trying to work A DP student is completing her ITGS
presentation. In researching the out if it is acceptable to do a variation internal assessment. The task requires
presentation he uses a variety of on a famous painting as one of her her to conduct an interview with a
sources, including books, websites pieces. She is not sure if that would client and to submit a written record
and newspaper articles. He is not sure be considered “copying”. She asks her of it. When she begins writing her
how to reference these sources in an visual arts teacher for advice. analysis, she realizes that she forgot
oral presentation, or even if he needs to ask some questions that would
The teacher advises the student that
to do so since it is not a written task. have been helpful. She is tempted to
this is acceptable, as it is common
He asks his teacher for advice. fabricate some responses to these
practice for artists to be inspired
questions, as she feels it would make
The teacher advises the student that by, or to adapt, other artists’ ideas.
her analysis and solution stronger,
it is just as crucial to acknowledge However, the teacher emphasizes
and help her achieve a better mark.
sources in an oral presentation as that she must explicitly acknowledge
it is in any other piece of work. The the original painting. The teacher As the deadline for submitting
teacher suggests several ways in suggests titling the piece, “After ... ”, internal assessments approaches, the
which the student may wish to do so that it is very clearly attributed. teacher initiates discussion with the
this, including verbal or written class on the importance of reporting
acknowledgments throughout the data accurately, and stresses that
presentation, or with a bibliography each student will be required to
on the last slide of the PowerPoint®. sign a coversheet confirming the
authenticity of the work. The student
realizes that fabricating her client’s
responses could have far-reaching
consequences as a case of academic
misconduct.
Conclusion
Students may sometimes be tempted to plagiarize work because they are unable to cope with the task that
has been set for them. They may recognize content that is relevant but may not be able to paraphrase or
summarize, for example. To promote the development of conceptual understanding in students, teachers
must take responsibility to set meaningful tasks that can be completed either independently or with the
appropriate amount of scaffolding. Making the process of inquiry visible should be integral to all teaching
and learning in IB programmes.
Acknowledgment
The IB wishes to thank the educators for generously contributing time and resources to the production of
this document.
Bibliography
Carroll, J. July 2012. Academic honesty in the IB. IB Position Paper. http://blogs.ibo.org/positionpapers/
files/2013/02/Academic-honesty-in-the-IB.pdf.
Stephens, JM and Wangaard, DB. 2001. Teaching for Integrity: Steps to Prevent Cheating in Your Classroom.
The School for Ethical Education. http://ethicsed.org/files/documents/TeachingforIntegrity.pdf. Accessed
10 August 2013.
IB publications
IB learner profile in review: Report and recommendation (April 2013).July 2013.
Middle Years Programme. MYP: From principles into practice. May 2014.
Primary Years Programme, Middle Years Programme, Diploma Programme and Career-related Programme.
Programme standards and practices. January 2014.
February 2014
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2
Introduction
Owing to continual refinements in the regulations that apply to the Diploma Programme it is necessary to
regularly update the General regulations: Diploma Programme. The current general regulations governing
the Diploma Programme were published in March 2011, and a new set of general regulations will be
published early 2014 that will be effective from the May 2015 session. One significant change will be a
revision of article 13 that lists the requirements for achieving the IB diploma. Because the new regulations
will not be available for several months to come, this document has been produced to bring to the attention
of schools what changes are being implemented to the requirements and associated failing conditions.
The changes do not make the diploma harder to achieve; the changes are a simplification of the
existing requirements.
Diploma Programme coordinators are encouraged to communicate the changes described in the document
(and subsequently all changes in the next general regulations) to candidates and their legal guardians, and
other stakeholders, such as teachers, who need to know this information.
Here is an example of one requirement for the diploma and its equivalent failing condition.
Requirement
Article 13.3g Overall, there are no more than three grades 3 or below.
Failing code 7 Grade 3 or below has been awarded four or more times.
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3
The hurdle of 28 points creates confusion and possible unfairness. For example: it is a failing
condition for a candidate with 24 to 27 points to have a grade E in either the extended essay or
theory of knowledge. However, a candidate with 28 points or more who has a grade E in say the
extended essay and an A for theory of knowledge may pass the diploma and be awarded an
additional point.
Codes 14, 15, 17, 18 and 19 very rarely cause candidates to fail their diploma.
The aim of changing the requirements and associated codes for the failing conditions is to achieve greater
transparency and fairness while ensuring that we do not:
significantly alter the diploma pass rate
jeopardize a significant number of candidates who would potentially have achieved the diploma
under the current requirements
accidentally encourage or allow candidate behaviour that is undesirable, such as reducing the
amount of effort put into the extended essay or theory of knowledge requirements.
These codes apply to diploma (and retake) candidates with 24 to 27 points inclusive.
8. There is one or more grade 2 awarded at higher level.
9. Grade 2 at standard level awarded two or more times.
10. Candidate has registered for three higher level subjects, and gained fewer than 12 points on these.
11. Candidate has registered for three standard level subjects, and gained fewer than 9 points on these.
12. Candidate has registered for four higher level subjects, and gained fewer than 16 points on these.
13. Candidate has registered for two standard level subjects, and gained fewer than 6 points on these.
20. Candidate has a grade E in either the extended essay or theory of knowledge.
These codes apply to diploma (and retake) candidates with 28 points or more.
14. Grade 2 at higher level awarded two or more times.
15. Grade 2 at standard level has been awarded three times.
16. Candidate has registered for three higher level subjects, and gained fewer than 11 points on these.
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4
17. Candidate has registered for three standard level subjects, and gained fewer than 8 points on these.
18. Candidate has registered for four higher level subjects, and gained fewer than 14 points on these.
19. Candidate has registered for two standard level subjects, and gained fewer than 5 points on these.
9. Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL
subjects must gain at least 5 points at SL).
The following have been removed or changed (which apply to diploma and retake candidates with 24 to 27
points inclusive):
9. Grade 2 at SL awarded two or more times. (Removed, but covered by codes 6 and 9 above.)
12. Candidate has registered for four HL subjects, and gained fewer than 16 points on these. (Changed,
but covered by code 8 above.)
13. Candidate has registered for two SL subjects, and gained fewer than 6 points on these. (Changed,
see code 9 above, must gain at least 5 points at SL.)
20. Candidate has a grade E in either the extended essay or theory of knowledge. (Changed, see code
4 above. The 28 point hurdle has been removed.)
The following have been removed or changed (which apply to diploma and retake candidates with 28 points
or more):
14. Grade 2 at HL awarded two or more times. (Removed)
16. Candidate has registered for three HL subjects, and gained fewer than 11 points on these.
(Changed, see code 8 above.)
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5
17. Candidate has registered for three SL subjects, and gained fewer than 8 points on these. (Removed)
18. Candidate has registered for four HL subjects, and gained fewer than 14 points on these. (Removed)
19. Candidate has registered for two SL subjects, and gained fewer than 5 points on these. (Removed)
There is currently 1 additional point if a candidate obtains an A and an E, regardless of the fact that the
candidate may fail the diploma if they have 24 to 27 points. If the matrix remains the same and is combined
with the simplified requirements/failing conditions, such candidates would still gain an additional point and
not achieve the diploma if they had an A+E combination. However, this would apply to all candidates not just
those with 24 to 27 points. Gaining an additional point and then not being eligible for the diploma is
considered inappropriate.
Theory of knowledge
1
Grade Failing
3 3 2 2 Failing
A condition
condition*
0
Grade Failing
3 2 1 1 Failing
B condition
condition*
Extended essay
0
Grade Failing
2 1 1 0 Failing
C condition
condition*
0
Grade Failing
2 1 0 0 Failing
D condition
condition*
1 0 0 0
Grade Failing Failing
Failing Failing Failing Failing
E condition* condition
condition* condition* condition* condition*
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6
* Since the May 2010 session 28 points overall are required to be eligible for the diploma if a student attains
an “E” grade in either the extended essay or theory of knowledge. As previously, a grade “A” in one of the
requirements earns an extra point even if the other is a grade “E”. Attaining a grade “E” in both the extended
essay and theory of knowledge continues to represent an automatic failure.
The following new matrix will be adopted from the May 2015 session.
ToK/EE A B C D E
A 3 3 2 2
Failing condition
B 3 2 2 1
C 2 2 1 0
D 2 1 0 0
E Failing condition
A + E combination now results in zero points and a failing condition (previously 1 point)
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that
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Cognitive Matters
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Structuring the courses and making connections
DP mathematics courses at SL and HL are closely linked to and aim to engage students with the attributes
of the IB learner profile. For example, the requirements of the internal assessment provide opportunities for
students to develop every aspect of the profile. For each aim suggested, learner profile attributes are
referenced below. Teachers are encouraged to discuss the interrelationship of the IB learner profile
attributes and the aims of the mathematics course with their students. Some of the 10 learner profile
attributes sit very easily with mathematics and students should be encouraged to think about those that do
not immediately spring to mind when thinking about what it is to be a mathematician.
A discussion or activity related to this at the beginning and at points during the course can be a useful
exercise for students to reflect upon their own development in terms of the learner profile attributes and as
T
mathematicians.
Appreciate the moral, social and ethical questions arising from the work of Principled, caring
mathematicians and the applications of mathematics
Appreciate the universality of mathematics and its multicultural, Open-minded
international and historical perspectives
Appreciate the contribution of mathematics to other disciplines, and as a Knowledgeable, balanced
particular “area of knowledge” in the TOK course
Develop the ability to reflect critically upon their own work and the work Reflective, communicator
of others
Independently and collaboratively extend their understanding of Inquirer
mathematics
T
and forms the basis of thinking in mathematics. The agreed understanding of meanings among
mathematicians globally allows them to communicate and collaborate and to make progress in their
mathematical endeavours. In developing their mathematical understandings, students are developing their
cognitive academic language proficiency (CALP).
The grid below is a framework to help teachers plan strategies for student CALP development as part of
AF
learning within mathematics.
R
D
Figure 1
A framework for planning CALP development
T
AF
R
D
T
It is not expected that every single box on the framework will be completed in detail in each case. A lesson
is often likely to focus on only some skills and aspects of pedagogy. However, over a period of time or a
series of lessons, it would be sound practice to ensure that all the dimensions have been adequately
addressed.
AF
Additional pedagogy: Affirming identity
Affirming student identity is a central underpinning pedagogical principle for successful learning in which
the activities for developing CALP are embedded. Affirming identity includes explicitly valuing students’
skills and knowledge in all their languages and recognizing these as resources for teaching and learning
new ways of thinking and knowing.
The following activities have been designed to develop CALP in mathematics.
Working with numbers written in the form a × 10k where 1 ≤ a < 10 and k is an integer
The analysis of graphs
Working with vectors and equations of straight lines
R
D
Teacher notes
This task provides suggestions on how to start teaching statistics in a way that allows students to engage in
some guided inquiry and offers opportunities for collaboration and discussion.
Activity 1 requires students to use patterns and logic to get the answer and it requires them to think about
what mean, median and mode represent in a data set.
For activity 2 students should realize that using measures of central tendency alone is not enough to make
inferences about data. Measures of dispersion are also important.
- If the mean weight of newborn babies is 3.3 kilograms, can we consider a newborn of 2.9 kilograms to
be healthy? What other information would we need?
- Is the average length of a team of basketball players a good indicator of the team’s success?
Essential questions
This task is about getting a feel for data. The first thing a statistician/scientist/economist/researcher does
after collecting data is to try to get a sense or feel for that data. What does it look like? Can we graph it?
What’s the mean? What’s the lowest value? What is the mode? Only after we have a feel for the data we
work with, can we start making inferences and predictions.
What do we need to know about our data and what techniques can we use to successfully interpret the
information it gives us?
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Activity
Mean, median and mode
There are several sets of five positive whole
numbers with the following properties:
Mean = 4
Median = 3
Mode = 3
Which is which?
The six lists A to F are samples taken from
two sets of data. Students should be asked
to figure out which is which.
Reflect and/or
extend
Students can reflect upon the following.
• What can we tell about our data by comparing its mean and median?
• Why do we want to have an indication of dispersion for our data? Isn’t knowing the mean enough?
• If a sample of a very large population with a range of x was taken, what could you say about the range
of that sample?
• If all the values in our set of data were doubled, how would that change the mean and the range?
40/120
Developing the cognitive academic language proficiency (CALP) required for
the analysis of graphs
Graphs are used extensively in mathematics as a representation of a function, data or a context and therefore
the ability to read and describe them accurately is important for learner success. DP and CP students may
begin their mathematics course with differences in background knowledge of graphs. For example, data
analysis emphasizes accuracy and objectivity. Some students may be familiar with reading graphs in a more
subjective manner that employs adjectives and adverbs such as “spread out” or “dramatically fell”. Students
have to learn the appropriate language so that they can be accurate and objective in decoding and
constructing both accurately-drawn and sketched graphs.
The following teaching and learning activities follow the structure of the framework for developing CALP and
aim to:
Depending on the student cohort and their previous knowledge, some of the activities may be more
appropriate than others. They may, however, be useful for differentiation and used in collaboration with a
specialist language support teacher in certain contexts.
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Activity 1
Graphs
GOALS
• to activate background knowledge of academic language and understandings of concepts related to
analysis of graphs
• to build up academic language and understandings of concepts related to the description of graphs.
OUTCOME
• students will activate previous background knowledge and understandings and where necessary
develop this to the level required for further learning.
MATERIALS REQUIRED
• student notebooks and two or three different coloured pens/pencils
• sticky notes (one or two per student).
METHOD
• introduce the topic of graphs by asking students to think about and record in their notebooks any
ideas, knowledge or vocabulary they associate with graphing functions. Explain that they can use
any or all of their languages if they are multilingual. There is no need to share their outcomes but if
any student needs help with the activity then peers can be encouraged to do so. Their outcomes
will be referred to again at the end of the lesson
• At the end of the lesson or period of time devoted to activating and building up background
knowledge, ask the students to look back at the notes they made at the beginning of the lesson and
circle, in a different colour, all the terms and ideas that have been covered in the lesson. Have them
use another colour to add any new learning. Finally, ask them to write on a sticky note any ideas or
vocabulary that were not covered in the lesson and hand it to the teacher
• The sticky note information may be useful for informing further teaching. For example, students may
be used to using subjective adjectives and adverbs for describing graphs. These are not suitable for
mathematical analysis. The sticky notes may also provide information about student language
profiles and understandings that they have in other languages.
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Activity 2
Graphs
GOALS
• to reinforce knowledge of academic language and understandings of concepts related to analysis of
graphs
• to scaffold for new learning of academic language and understandings of concepts related to
analysis of graphs.
OUTCOME
• students will consolidate necessary knowledge of academic language related to analysis of graphs.
MATERIALS REQUIRED
• a range of large graphs of functions displayed in the room
• two different-coloured sets of cards; in one set each card displays a single vocabulary item, and in
the other each card displays a corresponding meaning of one of the vocabulary items (see card set
below).
METHOD
• display the large graphs so that they are visible to all members of the class
• mix both sets of cards together and give each member of the group one card. Each member must
find their partner so that the single vocabulary item and definition match
• alternatively, divide the class into groups and give each group a set of both cards to sort into pairs
of vocabulary items with their definitions
• ask each pair to read out the vocabulary item and the definition. Refer to the displayed graphs to
demonstrate the meaning in context
• ask those with the definitions to hide their cards and then find out who is able to provide the
definitions for the vocabulary items. Ask those with the vocabulary items to hide their cards and
then find out who is able to provide the vocabulary items for the definitions
• provide each student with a cloze exercise handout where some definitions and some vocabulary
items are missing, as shown below.
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Card set 1 Card set 2
Vocabulary item Associated meaning
The vocabulary can be varied to suit the cohort These are not intended as definitions and may be
substituted with alternative working explanations
x-axis The horizontal axis of a graph
y-axis The vertical axis of a graph
Quadrant Areas between the x and y axes
Variable A letter representing an unknown or changeable
number
Constant A fixed value
Intercept The point where a graph crosses an axis
Gradient The steepness of a graph
Intersection The point where lines cross
Positive correlation When an increase in one variable is accompanied
by an increase in the other
Negative correlation When an increase in one variable is accompanied
by a decrease in the other
Increasing Becomes bigger
Decreasing Becomes smaller
Maximum A point on a graph where the y value is greater
than that of surrounding points
Minimum A point on a graph where the y value is smaller
than that of surrounding points
Symmetry The line which reflects one side of the graph on to
the other
Vertex A point where the graph changes direction
Zero The point at which the graph crosses the x axis
Root The point at which the graph crosses the x axis
Vertical In an up and down direction
Horizontal Parallel to the horizon
Asymptote A straight line that a curve approaches but never
touches
Accurate graph Graph with points plotted exactly, lines drawn with
ruler or points joined with smooth curve, all
important points are labelled
Sketch Graph that gives a general idea of the shape or
relationship, includes relevant points
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Students fill in missing vocabulary or associated meaning.
45/120
Activity 3
Graphs
GOALS
• to practise applying precise academic language related to describing graphs.
OUTCOME
• students will practise and begin to consolidate knowledge of precise academic language related to
the description of graphs.
MATERIALS REQUIRED
• copy of worksheet below for each student
• a variety of coloured pens/pencils
• large teacher version of the graphs visible to all students
• vocabulary list from activity 2
METHOD
• organize students into small working groups. Consider the distribution of students for whom the
language of instruction may be challenging so that they can learn from their peers.
• distribute a handout and vocabulary list to each student and explain the collaborative task, which is
- to match the vocabulary with the graphs. Individual words can be used more than once
- to add other suitable vocabulary using a different coloured pen/pencil
- to circle any vocabulary that has not been included.
• using the large teacher version, debrief with the whole class for:
- accuracy
- additional synonymous vocabulary
- an understanding of the unsuitability of subjective vocabulary in mathematics.
46/120
Vocabulary
Vocabulary
Vocabulary
47/120
Vocabulary
Vocabulary
Vocabulary
48/120
49/120
Analysis of graphs
Cognitive
Academic
PEDAGOGY
Language
Proficiency
Background Scaffolding for: Extended
knowledge (BK)
CALP
S
K
Activating New Processing of new input Demonstrating and
applying
I and comprehensible input
L
S
Listening Activity 2 Activity 1 Activity 2 Activity 3
Activity 3
Activity 3
Thinking Activity 1
skills
Activity 2
Activity 3
50/120
IB position paper
Davy, I. July 2011. Learners without borders: A curriculum for global citizenship.
Hare, J. July 2010. Holistic education: An interpretation for teachers in the IB programmes.
Marshman, R. July 2010. Concurrency of learning in the IB Diploma Programme and Middle Years
Programme.
Introduction
The International Baccalaureate programmes offer a design for curriculum and instruction that is more
challenging than traditional models, but which can produce deeper intellectual and emotional
engagement in learning. The concept-based design is fully supported by cognitive and learning
research. When information today is a click away on a computer keyboard, the use of classroom time
must shift focus from covering and memorizing information to thinking with and applying knowledge at
both the factual and conceptual levels. Thinking deeply with factual knowledge and concepts to
communicate ideas and solve problems, transferring knowledge across distinct global contexts and
situations, and seeing patterns and connections between concepts, ideas and situations are at the heart
of concept-based teaching and learning. Less factual coverage can open the door to deeper thinking
and understanding.
A corollary goal of concept-based instruction that is seldom stated overtly is development of the
intellect. In a concept-based instruction model teachers use the facts in concert with concepts and
generalizations to effect higher order, synergistic thinking. Facts provide the foundation and support for
deeper, conceptual thinking and understanding. Three-dimensional concept-based curriculum models
value student inquiry and constructivist learning to support personal meaning-making.
The research and agreement on the importance of conceptual understanding is undeniable. From the
National Council of Teachers of Mathematics (NCTM) (2009) we hear the call:
Any national mathematics curriculum must emphasize depth over breadth and must focus
on the essential ideas and processes of mathematics (p 1).
The DP values deeper critical thinking and conceptual understanding. The required theory of knowledge
course examines different ways of knowing and challenges students to think beyond the facts as they
analyse complex questions and issues in interdisciplinary inquiries. The extended essay and a variety
of internal assessment tasks also engage the critical thinking of students as they independently plan,
research, write and defend a significant question drawn from one of the subject areas (IB 2009b).
DP teachers ensure that students know the attributes and meaning of the subject area concepts. At
times, however, teachers express a concern over the tension between a heavy curriculum load and the
time to teach for deeper conceptual understanding and the transfer of knowledge. This tension can
sometimes result in implicit rather than explicit demonstrations of understanding. As the DP continues
to develop, this tension might ease if key concepts and disciplinary related concepts were used to
explicitly state the important conceptual relationships to guide instruction. This would focus the teaching
and learning on the most significant conceptual understandings, and strengthen the bridge between the
PYP, MYP and DP. I am sensitive to the curricular demands for university recognition but I also feel
strongly that less is more when the student synergistically processes factual information through the
conceptual level of thinking. Building the conceptual structures for deep understanding and the transfer
of knowledge supports autonomous learners who maximize their learning by seeing patterns and
connections between new knowledge and prior learning. New courses based on conceptual frameworks
such as global politics will continue to emerge that will support teachers in helping students learn to do
meta-analyses of complex systems, but traditional discipline-based courses also need a concept-based
curriculum and instruction design for deep understanding.
The DP, like the PYP and MYP, supports international-mindedness and understanding of other cultures.
Identifying key and related concepts and framing critical subject area content with a central idea and
additional “supporting ideas” (which will be introduced later in this paper) can strengthen the transfer of
knowledge across global contexts as new examples of previously learned concepts arise. Concept-
based curriculums can support teachers in moving deliberately to idea-centred instruction. I know that
DP teachers value deeper conceptual thinking and understanding. An idea-centred curriculum of
important conceptual understandings supported by relevant content would help teachers meet these
goals.
In the PYP and MYP the key concepts draw thinking beyond the facts. This is significant for three main
reasons.
1. The use of key concepts prevents an overreliance on memorization of facts as the end goal. In a
concept-based model students must process the facts through their personal intellect—the
conceptual mind. The key concept provides focus to the topic under study, acting as a conceptual
draw for personal engagement and mental processing. The focus shifts from memorization—or a
lower form of mental engagement—to deeper, personal inquiry as students consider connections
between the facts and the key concept(s). Key concepts are macro-concepts that transcend
disciplines such as change, interdependence, system and relationships. The PYP has identified
eight macro-concepts as key concepts to use for the programme. The choice of just one or two
key concepts for a unit planner can prevent the conceptual focus from becoming too diffuse. The
MYP is also working to identify a set of key concepts. Key concepts integrate thinking at the
conceptual level.
2. Key concepts facilitate the transfer of knowledge through time, across cultures and across
situations. The IB position paper Thought, word and deed: The role of cognition, language and
culture in teaching and learning in IB World Schools (Allan 2011) cites research undertaken in
schools in the United States, Australia and Germany that found when students are exposed to
abstract concepts apart from context, learning is difficult.
3. Intercultural understanding depends on the ability to see the commonalities and differences in
terms of concepts and their expressions across global contexts, whether they be social, political,
economic or geographical/environmental. When students develop understanding of key concepts
and central ideas (statements of conceptual relationship) they become aware that these concepts
and ideas can be applied across cultures.
I believe it is critical that all IB programmes attend to both the key concepts and the more discipline-
specific related concepts to ensure that students develop breadth and depth of conceptual
understanding. The transferability of key concepts such as system, change and order help students
recognize the many permutations of each concept from body systems, to economic systems, to
environmental systems. The related concepts, however, ensure that instruction builds depth of
understanding by attending to, and adding to, the language of each subject area—the discipline-specific
concepts and their important relationships from year to year. In the PYP, these related concepts can be
taught in the context of the transdisciplinary units of instruction developed for the programmes of
inquiry. Identifying the related concepts in these units ensures that disciplinary depth is included in the
inquiry. When I use the term “related concepts” in my work with concept-based curriculum design, I am
referring to the concepts related to specific disciplines within the unit, rather than specific concepts
related to various key concepts. The reason for this is I want to identify the more specific concepts to
build disciplinary depth.
At this time the PYP and the MYP ask teachers to use a key concept and a more discipline-specific
related concept to state a central idea and concept statement respectively. To reinforce idea-centred
teaching and conceptual thinking I recommend consideration of additional conceptual understandings
crafted with the more discipline-specific related concepts to be added to each unit. I will call these
understandings “supporting ideas” for the purposes of this discussion. In the MYP and PYP if a year-
long course of instruction was framed under five or six units of instruction, I would think five to eight
supporting ideas per unit—in addition to the central idea/concept statement—would be reasonable to
guide the formative work.
Another reason I suggest that the PYP and MYP use the more specific related concepts to write
additional supporting ideas for their unit planners is to continually build disciplinary schemata in the
brain, so students are prepared for the conceptual rigour of the DP, as well as for lifelong learning and
Aligning the terminology through the different levels of the IB programmes and articulating central and
supporting ideas using key and related concepts at all three levels of the IB would provide the structure
for a continuous and coherent concept-based scheme of instruction. A concept-based curriculum is
idea-centred. Central and supporting ideas facilitate a pedagogy requiring synergistic thinking which
means guiding students, through inquiry, to realize the deeper conceptual understandings supported by
factual content. In the PYP, a suggestion could be to write more specific disciplinary supporting ideas to
serve as the lines of inquiry. Developing critical central and supporting ideas for the different subject
areas (referred to as “subject groups” in the MYP) across all levels of the IB continuum would provide
clear understanding of targets for the teachers, and would facilitate a truly idea-centred pedagogy. This
would also allow the breadth of curriculum content to be compacted and focused.
• Thinking—It requires thinking students who draw on critical, creative, reflective and conceptual
thinking abilities.
– Facilitates “synergistic thinking”—the cognitive interplay between the factual and conceptual
levels of thinking.
– Requires deeper intellectual processing as students relate the facts to key concepts and
principles.
– Develops conceptual structures in the brain (brain schemata) to relate new knowledge to
prior knowledge, and to illuminate the patterns and connections of knowledge.
– Facilitates the transfer of learning across global contexts as students engage with concepts
and conceptual understandings as reflected across unique and varied cultures.
– Encourages inquiry into global issues of concern that draw out the multiple perspectives and
situations of different cultures and nations.
• Motivation for learning—It recognizes that intellectual and emotional engagement are essential to
the motivation for learning.
– Increases motivation for learning by inviting students to think about the facts through a
relevant and personally engaging key concept. The unit topic and the key concept have an
iterative relationship—each reinforces the other, for example, considering the facts about
“Global conflicts in the 21st century” through the conceptual lens of perspectives, or
considering facts about “Our land and people” through the lens of identity.
– Values collaborative thinking, discussions, and problem-solving with the belief that the social
construction of meaning not only leads to a quality product, but is motivating to participants
as well.
• Fluency with language—It increases fluency with the languages of cultures and the disciplines.
– Builds increasing fluency with disciplinary language as students explain and support their
conceptual understanding with relevant factual knowledge.
These benefits are inherently supportive of the majority of the characteristics outlined in the IB learner
profile (IB 2009a, p 5):
• inquirers
• knowledgeable
• thinkers
• communicators
• open-minded
• reflective.
2. Teacher training. This challenge is critical to the success of a concept-based model. If teachers do
not understand the concept-based model and required shifts in pedagogy they will fall back on
traditional teaching methods and fail to effect transfer of knowledge and deep understanding. As
new schools and teachers are continually joining the IB family, creative ways of delivering the
teacher training need to be developed. Regional training centres around the world that certify IB
trainers after a rigorous training programme of one or two weeks with materials that teach the
concept-based model along with the other facets of the IB programmes could be part of the
solution. The critical point is that anyone training teachers on the concept-based model must
understand the model completely and be able to convey that understanding to others effectively.
(Administrators also need to be well trained on the meaning of a concept-based curriculum, what
to look for in instruction and how to support teachers in the implementation of the IB model.)
Many nations lament the academic progress of their students year after year. Government officials
institute “solutions” and throw money at the problem but the “solutions” usually centre around increased
objectives to ensure topics are covered fully and more testing to make certain the curriculum is taught
as defined. However, the focus is on the content rather than on the development of the whole child—
social, emotional, intellectual and physical—a terrible mistake.
The IB is on the correct path to prepare citizens of the future for living, learning and working in global
environments, and for addressing the complex problems and issues that will undoubtedly arise. The IB
community is a family of passionate educators who will continue to develop common understandings in
curriculum and pedagogy to keep the ship on course. This journey could not be more important.
Erickson was born and raised in Fairbanks, Alaska. She graduated from the University of Alaska in
1968 and taught at North Pole, Alaska before moving south. She taught various grade levels in
California and moved to Missoula, Montana in 1976, earning master’s and doctorate degrees in
curriculum and instruction and school administration. She has worked as a teacher, principal,
curriculum director, adjunct professor and educational consultant over a 42-year career.
Anderson, LW and Krathwohl, DR. 2001. A Taxonomy for Teaching, Learning and Assessing: A
Revision of Bloom’s Taxonomy of Educational Objectives. New York, USA. Addison Wesley Longman.
Bloom, BS. 1956. Taxonomy of Educational Objectives. Boston, Massachusetts, USA. Allyn and Bacon.
Bransford, JD, Brown, A and Cocking, R. 2000. How People Learn: Brain, Mind, Experience and
School. Washington, DC, USA. National Academy of Sciences and the National Research Council.
Erickson, HL. 2007. Concept-based Curriculum and Instruction for the Thinking Classroom. Thousand
Oaks, California, USA. Corwin Press.
Erickson, HL. 2008. Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction. 3rd
edition. Thousand Oaks, California, USA. Corwin Press.
Erickson, HL. 2009a. Concept-based Curriculum and Instruction for the Thinking Classroom Multimedia
Kit. Thousand Oaks, California, USA. Corwin Press.
Erickson, HL. 2009b. Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction,
Facilitator’s Guide. Thousand Oaks, California, USA. Corwin Press.
IB. 2007. Making the PYP happen: A curriculum framework for international primary education. Cardiff,
UK. International Baccalaureate.
IB. 2008. MYP: From principles into practice. Cardiff, UK. International Baccalaureate.
IB. 2009a. The IB learner profile booklet. Cardiff, UK. International Baccalaureate.
IB. 2009b. Diploma Programme: From principles into practice. Cardiff, UK. International Baccalaureate.
IB. 2010. The Primary Years Programme as a model of transdisciplinary learning. Cardiff, UK.
International Baccalaureate.
IB. 2012. MYP coordinator’s notes, May. Cardiff, UK. International Baccalaureate.
NCTM. 2009. Guiding Principles for Mathematics Curriculum and Assessment. Reston, Virginia, USA.
National Council of Teachers of Mathematics.
Appendix
Nevine Safire teaches the MYP. She has developed a concept-based unit around the central question
“When does population growth become ‘overpopulation’?” To focus this unit she has chosen the key
concepts of interactions and change from the MYP subject group guides. She is facilitating inquiry into
the central idea “human/environmental interactions can become unbalanced, leading to changes with
unintended consequences”.
Ms Safire has identified related concepts from science and the humanities to use in developing some
supporting ideas to facilitate greater conceptual depth and understanding throughout the inquiry. Some
of these concepts she found in the MYP subject group guides; others she extrapolated from the content
she will be teaching:
Ms Safire developed five or six supporting ideas to guide the formative unit work. One of her supporting
ideas for this unit was “overpopulation can lead to conflict over scarce natural resources”. Within the
lesson Ms Safire asks students to analyse both local and global contexts for population density. We will
identify aspects of concept-based pedagogy as we follow some of Ms Safire’s thoughts during a
concept-based lesson related to this supporting idea.
Provocative/Debatable:
• How can governments ensure that their citizens have the
As we read Ms Safire’s thoughts during the lesson we can see her attention to concept-based
pedagogy through the following:
• encouraging predictions
• using different kinds of questions (factual, conceptual, debatable) to move thinking beyond the
facts
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DP pilot unit planner 3
Teacher(s) Subject group and course
Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
Content-based:
Skills-based:
Concept-based:
Inquiry questions
List here the understandings above written in question form, preferably as ones that inspire students to answer them. Feel free to create additional questions
that help inspire further inquiry in the unit but may not directly connect to an above essential understanding.
Content-based:
Skills-based:
Concept-based:
Transfer goals
List the transfer goals from the beginning of this unit planner.
Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?
71/120
Specimen Paper Markschemes
72/120
SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
Markscheme
N or
O ft f
Specimen paper
LY
ng ra
illi n d
Mathematics:
sk tio
Higher level
us e-p
Pr
Paper 1
13 pages
73/120
–2– SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
Section A
N or
0.4
3
P A | B 0.75 A1
O ft f
4
LY
Total [5 marks]
2. (a)
ng ra
attempting to expand the LHS
LHS 4n 4n 1 4n 4n 1
(M1)
illi n d
2 2
A1
8n 2 2 RHS AG
sk tio
[2 marks]
(b) METHOD 1
up uc
2 2
A1
e ro
METHOD 2
recognition, eg, that n and n 2 represent two consecutive odd integers for
Pr
odd integers n R1
n 2 n 2 2 n 2 2n 2
2
A1
valid reason eg divisible by 2 (2 is a factor) R1
so the sum of the squares of any two consecutive numbers odd integers
is even AG
[3 marks]
Total [5 marks]
74/120
–3– SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
EITHER
4 u C A1
OR
N or
4 2 x 2 1 C A1
O ft f
THEN
LY
correct substitution into their integrated function (must have C ) (M1)
ng ra
5 4 C C 1
f x 4 2 x2 1 1
illi n d A1
Total [5 marks]
sk tio
up uc
in d
e ro
us e-p
Pr
75/120
–4– SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
4.
N or
O ft f
LY
ng ra
illi n d
no y values below 1 A1
sk tio
Total [5 marks]
e ro
x3 x3
correct substitution g 8 5 A1
4 4
g f x 2 x 11
1
AG
Pr
[2 marks]
Total [5 marks]
76/120
–5– SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
N or
2sin x cos 2 x 2 M1
4sin 2 x cos 2 x 2 (or equivalent) A1
O ft f
use of cos 2 x 1 2sin 2 x (M1)
LY
6sin 2 x 3
ng ra
1
sin x A1
2
illi n d
π
x A1
4
π
sk tio
Total [8 marks]
in d
e ro
us e-p
Pr
77/120
–6– SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
N or
3
1 πx
so P 0 X 3 sin (or equivalent)
π 6 0
A1
O ft f
LY
1
A1
ng ra
π
Total [7 marks]
illi n d
8. recognition that the angle between the normal and the line is 60 ( seen anywhere) R1
attempt to use the formula for the scalar product M1
sk tio
2 1
1 2
up uc
2 p
cos 60 A1
9 1 4 p2
in d
1 2p
e ro
A1
2 3 5 p2
us e-p
3 5 p2 4 p
attempt to square both sides M1
9 5 p 2
16 p 2
7 p 45
2
Pr
5
p 3 (or equivalent) A1A1
7
Total [7 marks]
78/120
–7– SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
N or
so f 1 x ln 3 x 4 A1
O ft f
1
domain of f is x , x 4 A1
LY
[5 marks]
ng ra
illi n d Total [7 marks]
sk tio
up uc
in d
e ro
us e-p
Pr
79/120
–8– SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
Section B
10. (a) attempt to use quotient rule (M1)
correct substitution into quotient rule
1
5kx k ln 5 x
f x 5x (or equivalent) A1
kx
2
k k ln 5 x
2 2
, k A1
k x
1 ln 5 x
AG
N or
kx 2
[3 marks]
O ft f
(b) f x 0 M1
LY
1 ln 5 x
0
ng ra
kx 2
ln 5 x 1 (A1)
illi n d
e
x A1
5
[3 marks]
sk tio
(c) f x 0 M1
2 ln 5 x 3
up uc
0
kx3
3
in d
ln 5 x A1
2
e ro
3
5x e 2 A1
us e-p
3
1
so the point of inflexion occurs at x e 2
AG
5
[3 marks]
Pr
continued…
80/120
–9– SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
Question 10 continued
EITHER
u2
A1
N or
2k
3 3
1 u2 2
2
O ft f
so u du A1
k1 2 k 1
LY
ng ra
OR
ln 5 x
2
illi n d
A1
2k
3
1 2 3
e
5 ln 5 x 2
2
sk tio
ln 5 x
so
e kx
dx
2k
1
A1
5
up uc
THEN
in d
1 9
1
e ro
2k 4
5
A1
us e-p
8k
setting their expression for area equal to 3 M1
5
3
8k
Pr
5
k A1
24
[7 marks]
81/120
– 10 – SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
N or
[5 marks]
O ft f
M1
1 5πi
LY
12 e6 18
A1
2π
ng ra
attempt to find further two roots by adding and subtracting to
3
the argument
illi n d M1
1 7πi
12 e6 18
A1
1 17πi
12 e6 18
sk tio
A1
Note: Ignore labels for u , v and w at this stage.
up uc
[5 marks]
in d
continued…
e ro
us e-p
Pr
82/120
– 11 – SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
Question 11 continued
(c) METHOD 1
attempting to find the total area of (congruent) triangles UOV, VOW
and UOW M1
1 1 1
2π
Area 3 12 12 sin
6 6
A1A1
2 3
1
1
2π
Note:Award A1 for 12 6 12 6 and A1 for sin .
3
N or
3 3 1
12 (or equivalent)
3
A1
4
O ft f
[4 marks]
LY
METHOD 2
ng ra
2 2
1 1 1 1 2π
2
illi n d
UV 12 6 12 6 2 12 6 12 6 cos (or equivalent) A1
3
16
UV 3 12 (or equivalent) A1
sk tio
1
attempting to find the area of UVW using Area UV VW sin
up uc
2
for example M1
1
1
π 1
in d
3 3 13
12 (or equivalent) A1
us e-p
4
[4 marks]
Pr
(d) uvw0 R1
1
7π 7π 5π 5π 17π 17π
12 6 cos i sin cos i sin cos i sin 0
18
A1
18 18 18 18 18
consideration of real parts M1
1
7π 5π 17π
12 cos cos cos
6
0
18 18 18
7π 7π
cos cos explicitly stated A1
18 18
5π 7π 17π
cos cos cos 0 AG
18 18 18
[4 marks]
83/120
– 12 – SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
12. (a) attempting to use the chain rule to find the first derivative M1
f x cos x e sin x
A1
attempting to use the product rule to find the second derivative M1
f x e sin x
cos 2
x sin x (or equivalent) A1
attempting to find f 0 , f 0 and f 0 M1
f 0 1 ; f 0 cos 0 esin 0 1 ; f 0 esin 0 cos 2 0 sin 0 1 A1
x2
substitution into the Maclaurin formula f ( x) f (0) xf (0) f (0) ... M1
2!
x2
so the Maclaurin series for f x up to and including the x term is 1 x 2
N or
A1
2
[8 marks]
O ft f
(b) METHOD 1
LY
attempting to differentiate f ( x)
ng ra
M1
f x cos x e
illi n d sin x
cos 2
x sin x cos x e sin x
2sin x 1 (or equivalent) A2
substituting x 0 into their f x M1
f 0 11 0 1 0 1 0
so the coefficient of x3 in the Maclaurin series for f x is zero
sk tio
AG
METHOD 2
up uc
x ... x ...
3
3! 3!
1 x ... ...
x
esin x A1
3! 2! 3!
Pr
1 1
coefficient of x3 is 0 A1
3! 3!
so the coefficient of x3 in the Maclaurin series for f x is zero AG
[4 marks]
continued…
84/120
– 13 – SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
Question 12 continued
e3 x 1 3 x ... A1
2! 3!
substituting e3 x 1 into the Maclaurin series for arctan x M1
e 1 e 1
3x 3 3x 5
arctan e 1 e 1
3x 3x
...
3 5
3
3x 3x
2 3
3x
N or
3 x 3 x 3!
2 3
2!
3x ... A1
2! 3! 3
O ft f
LY
selecting correct terms from above M1
3x 3x 3x
2 3 3
ng ra
3x
2! 3! 3
illi n d
9 x 2 9 x3
3x A1
2 2
[6 marks]
sk tio
(d) METHOD 1
up uc
lim A1
x 0 9 x2
3x ...
e ro
2
x
1 ...
us e-p
lim 2
x 0 9x
3 ...
2
Pr
1
A1
3
METHOD 2
use of l’Hôpital’s rule M1
lim
cos x e sin x
(or equivalent) A1
x 0 3e3 x
1 e3 x 1
2
1
A1
3
[3 marks]
85/120
SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
Markscheme
N or
O ft f
Specimen paper
LY
ng ra
illi n d
Mathematics:
sk tio
Higher level
us e-p
Pr
Paper 2
13 pages
86/120
–2– SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
Section A
1. (a) METHOD 1
attempt to use the cosine rule (M1)
4 4 5
2 2 2
cos (or equivalent) A1
2 4 4
1.35 A1
[3 marks]
METHOD 2
attempt to split triangle AOB into two congruent right triangles (M1)
N or
2.5
sin A1
2 4
O ft f
1.35 A1
LY
[3 marks]
ng ra
(b) attempt to find the area of the shaded region (M1)
1
illi n d
4 4 (2 A1
2
39.5 (cm2 ) A1
[3 marks]
sk tio
Total [6 marks]
up uc
4
5.5
2. (a) 1
in d
(M1)(A1)
4 100
e ro
1.056 (A1)
[3 marks]
us e-p
continued…
Pr
87/120
–3– SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
Question 2 continued
(b) EITHER
4n m
5.5 their ( a )
2 P P 1 OR 2 P P 1 (M1)(A1)
100 4 100
Note: Award (M1) for substitution into loan payment formula. Award (A1) for correct substitution.
OR
PV 1
FV 2
N or
I% 5.5
P/Y 4
O ft f
C/Y 4 (M1)(A1)
LY
ng ra
OR
PV 1
illi n d
FV 2
I% their ( a )
P/Y 1
sk tio
C/Y 1 (M1)(A1)
up uc
THEN
n 50.756... 12.7 years
Laurie will have double the amount she invested during 2032
in d
A1
[3 marks]
e ro
Total [6 marks]
us e-p
attempt to find P X 3 M1
0.472 0.47178 A1
[3 marks]
Total[6 marks]
88/120
–4– SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
(b) recognising both lines pass through the mean point (M1)
p 28.7, q 30.3 A2
[3 marks]
N or
[2 marks]
O ft f
Total [7 marks]
LY
5. (a) use of a graph to find the coordinates of the local minimum
ng ra
(M1)
s 16.513... (A1)
maximum distance is 16.5 cm (to the left of O) A1
illi n d
[3 marks]
(b) attempt to find time when particle changes direction eg considering the
first maximum on the graph of s or the first t – intercept on the graph of s
sk tio
(M1)
t 1.51986... (A1)
attempt to find the gradient of s for their value of t, s 1.51986... (M1)
up uc
8.92 (cm/s2) A1
[4 marks]
in d
Total [7 marks]
e ro
us e-p
Pr
89/120
–5– SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
6. (a) METHOD 1
attempting to use the expected value formula (M1)
E X 1 0.60 2 0.30 3 0.03 4 0.05 5 0.02
E X 1.59 $ (A1)
use of E 1.20 X 2.40 1.20E X 2.40 (M1)
E T 1.20 1.59 2.40
4.31 $ A1
METHOD 2
N or
attempting to find the probability distribution for T (M1)
O ft f
t 3.60 4.80 6.00 7.20 8.40
LY
P T t 0.60 0.30 0.03 0.05 0.02
ng ra
(A1)
attempting to use the expected value formula (M1)
E T 3.60 0.60 4.80 0.30 6.00 0.03 7.20 0.05 8.40 0.02
illi n d
4.31 $ A1
[4 marks]
sk tio
(b) METHOD 1
up uc
METHOD 2
finding the standard deviation for their probability distribution found
us e-p
1.21 A1
Pr
[2 marks]
Total [6 marks]
90/120
–6– SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
distance d (t ) 3 5t 4t 6
2 2
41t 2 78t 45 A1
N or
Total [5 marks]
O ft f
8. substituting w 2iz into z 3w 5 5i M1
LY
z 6iz 5 5i A1
ng ra
let z x yi
comparing real and imaginary parts of x yi 6i x yi 5 5i M1
illi n d
to obtain x 6 y 5 and 6 x y 5 A1
attempting to solve for x and y M1
x 1 and y 1 and so z 1 i A1
sk tio
hence w 2 2i A1
up uc
in d
e ro
us e-p
Pr
91/120
–7– SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
9. METHOD 1
x2 9
sketching the graph of y ( y x 3 ) M1
x 3 x 3
the (oblique) asymptote has a gradient equal to 1
and so the maximum value of m is 1 R1
consideration of a straight line steeper than the horizontal line joining
3,0 and 0, 0 M1
so m 0 R1
hence 0 m 1 A1
METHOD 2
N or
attempting to eliminate y to form a quadratic equation in x M1
x m x 9
O ft f
2 2
LY
m 1 x 2 9m 0 A1
EITHER
ng ra
illi n d
attempting to solve 4 m 1 9m 0 for m M1
sk tio
OR
9m
attempting to solve x 2 0 ie 0 m 1 for m M1
up uc
m 1
in d
THEN
e ro
0 m 1 A1
a valid reason to explain why m 1 gives no solutions eg if m 1,
m 1 x 2 9m 0 9 0 and so 0 m 1
us e-p
R1
Total [5 marks]
Pr
92/120
–8– SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
Section B
10. (a) attempt to use the symmetry of the normal curve (M1)
eg diagram, 0.5 0.1446
P 24.15 X 25 0.3554 A1
[2 marks]
N or
0.802 A1
P X 26 0.106
O ft f
(ii) (M1)A1
LY
[5 marks]
ng ra
(c) recognizing binomial probability (M1)
E(Y ) 10 0.10621 (A1)
illi n d
1.06 A1
[3 marks]
P Y 3
sk tio
(d) (M1)
0.0655 A1
up uc
[2 marks]
correct substitution A1
0.3554
e ro
1 0.10621
0.398 A1
us e-p
[3 marks]
93/120
–9– SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
using I t e
P t dt
M1
1
dt
e t 1
e
ln t1
A1
t 1 AG
METHOD 2
d
attempting product rule differentiation on
dt
x t 1 M1
N or
d dx
dt
x t 1 t 1 x
dt
O ft f
dx x
t 1
LY
A1
dt t 1
ng ra
so t 1 is an integrating factor for this differential equation AG
[2 marks]
illi n d
continued…
sk tio
up uc
in d
e ro
us e-p
Pr
94/120
– 10 – SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
Question 11 continued
t 1 x 10 t 1 e 4
A1
dt
d t
x t 1 10 t 1 e 4
dt
t
x t 1 10 t 1 e 4
dt A1
attempting to integrate the RHS by parts M1
N or
t t
40 t 1 e 4
40 e 4
dt
O ft f
t t
40 t 1 e 4
160e 4
C A1A1
LY
ng ra
t t
Note: Award A1 for 40 t 1 e
illi n d 4
(or equivalent) and A1 for 160e 4 . Condone the absence of C .
EITHER
substituting t 0, x 0 C 200 M1
sk tio
t t
40 t 1 e 4
160e 4
200
x A1
t 1
up uc
t t t
using 40e 4
as the highest common factor of 40 t 1 e 4
and 160e 4
M1
in d
OR
e ro
t t t
using 40e 4
as the highest common factor of 40 t 1 e 4
and 160e 4 giving
us e-p
t
x t 1 40e 4
t 5 C (or equivalent) M1A1
substituting t 0, x 0 C 200 M1
Pr
THEN
t
x t
200 40e 4
t 5 AG
t 1
[8 marks]
continued…
95/120
– 11 – SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
Question 11 continued
(c)
N or
O ft f
LY
graph starts at the origin and has a local maximum (coordinates not required) A1
ng ra
sketched for 0 t 60 A1
correct concavity for 0 t 60 A1
illi n d
maximum amount of salt is 14.6 (grams) at t 6.60 (minutes) A1A1
[5 marks]
(e) EITHER
attempting to form an integral representing the amount of salt that left
in d
the tank M1
e ro
60
x (t )
0 t 1 dt
us e-p
t
60
200 40e 4
t 5 dt
0 t 1
2
A1
Pr
OR
attempting to form an integral representing the amount of salt that entered the
tank minus the amount of salt in the tank at t 60 (minutes) M1
60 t
amount of salt that left the tank is 10e 4
dt x 60 A1
0
THEN
36.7 (grams) A2
[4 marks]
96/120
– 12 – SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
12. (a) stating the relationship between cot and tan and stating the identity
for tan 2 M1
1 2 tan
cot 2 and tan 2
tan 2 1 tan 2
1 tan 2
cot 2 AG
2 tan
[1 mark]
(b) METHOD 1
attempting to substitute tan for x and using the result from (a) M1
1 tan
2
N or
LHS tan 2 2 tan 1 A1
2 tan
O ft f
tan 2 1 tan 2 1 0 RHS A1
LY
so x tan satisfies the equation AG
ng ra
attempting to substitute cot for x and using the result from (a) M1
1 tan 2
LHS cot 2 2cot 1
illi n d A1
2 tan
1 1 tan 2
1 A1
tan 2 tan 2
sk tio
1 1
1 1 0 RHS A1
tan tan 2
2
up uc
METHOD 2
e ro
1
tan
tan
tan 1
2
A1
Pr
tan
2cot 2 (from part (a)) A1
attempting to find the product of roots M1
tan cot A1
1 A1
the coefficient of x and the constant term in the quadratic are 2cot 2 and
1 respectively R1
hence the two roots are tan and cot AG
[7 marks]
continued…
97/120
– 13 – SPEC/5/MATAA/HP2/ENG/TZ0/XX/M
Question 12 continued
(c) METHOD 1
π π π
x tan and x cot are roots of x 2 2 cot x 1 0 R1
12 12 6
π π
Note: Award R1 if only x tan is stated as a root of x 2 2 cot x 1 0 .
12 6
x 2 2 3x 1 0 A1
attempting to solve their quadratic equation M1
x 32
N or
A1
π π
tan 0 ( cot 0 ) R1
O ft f
12 12
π
LY
so tan 2 3 AG
12
METHOD 2
ng ra
illi n d
π
attempting to substitute into the identity for tan 2 M1
12
π
sk tio
2 tan
π 12
tan
6 1 tan 2 π
up uc
12
π π
tan 2 2 3 tan 1 0 A1
in d
12 12
attempting to solve their quadratic equation
e ro
M1
π
tan 32 A1
12
us e-p
π
tan 0 R1
12
π
Pr
so tan 2 3 AG
12
[5 marks]
π π π
(d) tan cot is the sum of the roots of x 2 2 cot x 1 0 R1
24 24 12
π π π
tan cot 2cot A1
24 24 12
2
A1
2 3
attempting to rationalise their denominator (M1)
4 2 3 A1A1
[6 marks]
98/120
SPEC/5/MATAA/HP3/ENG/TZ0/XX/M
Markscheme
N or
O ft f
Specimen paper
LY
ng ra
illi n d
Mathematics:
sk tio
Higher level
us e-p
Pr
Paper 3
6 pages
99/120
–2– SPEC/5/MATAA/HP3/ENG/TZ0/XX/M
1. (a) METHOD 1
x
consider right-angled triangle OCX where CX
2
x
π
sin 2 M1A1
3 1
x 3
x 3 A1
2 2
Pi 3 x 3 3 AG
N or
METHOD 2
O ft f
2π
eg, use of the cosine rule x 1 1 2 11 cos
2 2 2
M1A1
LY
3
x 3
ng ra
A1
Pi 3 x 3 3 AG
illi n d
Note: Accept use of sine rule.
[3 marks]
sk tio
π 1
(b) sin where x = side of square M1
4 x
x 2
up uc
A1
Pi 4 2 A1
in d
[3 marks]
e ro
[2 marks]
x
π
Pr
continued…
100/120
–3– SPEC/5/MATAA/HP3/ENG/TZ0/XX/M
Question 1 continued
π
(e) consider lim 2n sin
n
n
x3 x5
use of sin x x M1
3! 5!
π π π3 π5
2n sin 2n 3 5
(A1)
n n 6n 120n
π3 π5
2 π 2 4
A1
6n 120n
N or
π
lim 2n sin 2π A1
O ft f
n
n
as n polygon becomes a circle of radius 1 and Pi 2π
LY
R1
ng ra
[5 marks]
M1A1
2 n n
π
Perimeter Pc 2n tan
up uc
AG
n
[4 marks]
in d
π
e ro
2 tan
π n
(g) consider lim 2n tan lim
n n 1
us e-p
n
n
π
2 tan n 0
Pr
lim R1
n
1 0
n
attempt to use L’Hopital’s rule M1
2π 2 π
n 2 sec n
lim A1A1
n
1
2
n
2π A1
[5 marks]
continued…
101/120
–4– SPEC/5/MATAA/HP3/ENG/TZ0/XX/M
Question 1 continued
(h) Pi 2π Pc
π π
2n sin 2π 2n tan M1
n n
π π
n sin π n tan A1
n n
[2 marks]
(i) attempt to find the lower bound and upper bound approximations within
0.005 of π (M1)
N or
n 46 A2
[3 marks]
O ft f
LY
Total [30 marks]
ng ra
2. (a) correct graph of y f1 ( x) A1
illi n d
correct graph of y f3 ( x) A1
sk tio
up uc
in d
e ro
us e-p
[2 marks]
Pr
(b) (i) graphical or tabular evidence that n has been systematically varied M1
eg,
n 3 , 1 local maximum point and 1 local minimum point
n 5 , 2 local maximum points and 2 local minimum points
n 7 , 3 local maximum points and 3 local minimum points (A1)
n 1
local maximum points A1
2
n 1
(ii) local minimum points A1
2
Note: Allow follow through from an incorrect local maximum formula expression.
[4 marks]
continued…
102/120
–5– SPEC/5/MATAA/HP3/ENG/TZ0/XX/M
Question 2 continued
N or
O ft f
LY
ng ra
[2 marks]
(d) (i) graphical or tabular evidence that n has been systematically varied
illi n d M1
eg
n 2 , 0 local maximum point and 1 local minimum point
n 4 , 1 local maximum points and 2 local minimum points
sk tio
n
in d
[4 marks]
f n x cos n arccos x
us e-p
(e)
n sin n arccos x
f n x M1A1
1 x2
Pr
continued…
103/120
–6– SPEC/5/MATAA/HP3/ENG/TZ0/XX/M
Question 2 continued
N or
A1
use of cos A B cos A cos B sin A sin B leading to M1
O ft f
cos n arccos x cos arccos x sin n arccos x sin arccos x AG
LY
[2 marks]
(h) (i)
ng ra
f n 1 x cos n 1 arccos x A1
illi n d
cos n arccos x cos arccos x sin n arccos x sin arccos x M1
f n 1 x f n 1 x 2cos n arccos x cos arccos x A1
sk tio
2 xf n x AG
f 3 x 2 xf 2 x f1 x
up uc
(ii) (M1)
2 x 2 x 2 1 x
in d
4 x3 3x A1
e ro
[5 marks]
us e-p
104/120
SPEC/5/MATAA/SP1/ENG/TZ0/XX/M
Markscheme
N or
O ft f
Specimen paper
LY
ng ra
illi n d
Mathematics:
sk tio
Standard level
us e-p
Pr
Paper 1
8 pages
105/120
–2– SPEC/5/MATAA/SP1/ENG/TZ0/XX/M
Section A
1. (a) valid approach using Pythagorean identity (M1)
2
5
sin 2 A + 1 (or equivalent) (A1)
6
11
sin A = A1
6
[3 marks]
1 11
(b) 8 6 (or equivalent) (A1)
N or
2 6
area = 4 11 A1
O ft f
[2 marks]
LY
Total [5 marks]
ng ra
attempt to substitute into P A B P A P B P A B
2.
illi n d (M1)
(M1)
P B
0.3
in d
0.4
e ro
3
P A | B 0.75 A1
4
us e-p
Total [5 marks]
Pr
106/120
–3– SPEC/5/MATAA/SP1/ENG/TZ0/XX/M
(b) METHOD 1
recognition that 2n 1 and 2n 1 represent two consecutive odd
integers (for n ) R1
8n 2 2 4n 1
2 2
A1
valid reason eg divisible by 2 (2 is a factor) R1
N or
so the sum of the squares of any two consecutive odd integers is even AG
[3 marks]
O ft f
METHOD 2
LY
recognition, eg, that n and n 2 represent two consecutive odd integers for
ng ra
odd integers n R1
n n 2 2 n 2n 2
2 2 2
illi n d A1
valid reason eg divisible by 2 (2 is a factor) R1
so the sum of the squares of any two consecutive numbers odd integers
is even AG
sk tio
[3 marks]
Total [5 marks]
up uc
4. attempt to integrate
in d
(M1)
du
u 2x2 1 4x
e ro
dx
8x 2
2 x 2 1 dx u du
us e-p
(A1)
EITHER
Pr
4 u C A1
OR
4 2 x 2 1 C A1
THEN
correct substitution into their integrated function (must have C ) (M1)
5 4 C C 1
f x 4 2 x2 1 1 A1
Total [5 marks]
107/120
–4– SPEC/5/MATAA/SP1/ENG/TZ0/XX/M
N or
Total [5 marks]
O ft f
6. (a) attempting to use the change of base rule M1
LY
log 3 (cos 2 x 2)
log 9 (cos 2 x 2) A1
ng ra
log 3 9
1
log 3 (cos 2 x 2)
illi n d A1
2
log 3 cos 2 x 2 AG
[3 marks]
sk tio
1
sin x A1
2
π
x A1
Pr
4
π
Note: Award A0 if solutions other than x are included.
4
[5 marks]
Total [8 marks]
108/120
–5– SPEC/5/MATAA/SP1/ENG/TZ0/XX/M
Section B
7. (a) evidence of median position (M1)
80th employee
40 minutes A1
[2 marks]
N or
(c) recognising that there are 16 employees in the top 10% (M1)
144 employees travelled more than k minutes (A1)
O ft f
k 56 A1
LY
[3 marks]
ng ra
(d) b 70 A1
[1 mark]
illi n d
(e) (i) recognizing a is first quartile value (M1)
40 employees
a 33 A1
sk tio
(ii) 47 33 (M1)
IQR 14
up uc
A1
[4 marks]
in d
33 21
12 (A1)
us e-p
[2 marks]
[Total 15 marks]
Pr
8. (a) f ( x) x 2 2 x 15 (M1)A1
[2 marks]
continued…
109/120
–6– SPEC/5/MATAA/SP1/ENG/TZ0/XX/M
Question 8 continued
(c) (i)
N or
O ft f
LY
ng ra
illi n d
sk tio
A1
A1
so local maximum at x a AG
in d
[2 marks]
e ro
[Total 16 marks]
110/120
–7– SPEC/5/MATAA/SP1/ENG/TZ0/XX/M
k k ln 5 x
2 2
, k A1
k x
1 ln 5x
AG
kx 2
[3 marks]
N or
(b) f x 0 M1
O ft f
1 ln 5 x
0
LY
kx 2
ln 5 x 1 (A1)
ng ra
e
x A1
5
illi n d
[3 marks]
(c) f x 0 M1
sk tio
2 ln 5 x 3
0
kx3
up uc
3
ln 5 x A1
2
in d
3
5x e 2
A1
e ro
3
1
so the point of inflexion occurs at x e 2
AG
5
us e-p
[3 marks]
continued…
Pr
111/120
–8– SPEC/5/MATAA/SP1/ENG/TZ0/XX/M
Question 9 continued
EITHER
u2
A1
N or
2k
3 3
1 2
u 2 2
O ft f
so
k1 u du
2k 1
A1
LY
ng ra
OR
ln 5 x
2
illi n d
A1
2k
3
1 2 3
e
5
ln 5 x ln 5 x 2 2
sk tio
so
e kx
dx
2k 1
A1
5
up uc
THEN
in d
1 9
1
e ro
2k 4
5
A1
us e-p
8k
setting their expression for area equal to 3 M1
5
3
8k
Pr
5
k A1
24
[7 marks]
112/120
SPEC/5/MATAA/SP2/ENG/TZ0/XX/M
Markscheme
N or
O ft f
Specimen paper
LY
ng ra
illi n d
Mathematics:
sk tio
Standard level
us e-p
Pr
Paper 2
7 pages
113/120
–2– SPEC/5/MATAA/SP2/ENG/TZ0/XX/M
Section A
4
π 12.7 (or equivalent)
3
1. (a) A1
3
8580.24 (A1)
V 8.58 10 3
A1
[3 marks]
(b) recognising volume of the cone is same as volume of their sphere (M1)
1 2
πr 14.8 8580.24 (or equivalent) A1
3
N or
r 23.529
r 24 (cm) correct to 2 significant figures A1
O ft f
[3 marks]
LY
Total [6 marks]
2. (a) METHOD 1
ng ra
illi n d
attempt to use the cosine rule (M1)
4 4 5
2 2 2
cos (or equivalent) A1
2 4 4
sk tio
1.35 A1
[3 marks]
up uc
METHOD 2
attempt to split triangle AOB into two congruent right triangles
in d
(M1)
2.5
e ro
sin A1
2 4
1.35 A1
us e-p
[3 marks]
4 4 (2 A1
2
39.5 (cm2 ) A1
[3 marks]
Total [6 marks]
4
5.5
3. (a) 1 (M1)(A1)
4 100
1.056 (A1)
[3 marks]
continued…
114/120
–3– SPEC/5/MATAA/SP2/ENG/TZ0/XX/M
Question 3 continued
(b) EITHER
4n m
5.5 their ( a )
2 P P 1 OR 2 P P 1 (M1)(A1)
100 4 100
Note: Award (M1) for substitution into loan payment formula. Award (A1) for correct substitution.
OR
PV 1
FV 2
N or
I% 5.5
P/Y 4
O ft f
C/Y 4 (M1)(A1)
LY
ng ra
OR
PV 1
illi n d
FV 2
I% their ( a )
P/Y 1
sk tio
C/Y 1 (M1)(A1)
up uc
THEN
n 50.756... 12.7 years
Laurie will have double the amount she invested during 2032
in d
A1
[3 marks]
e ro
Total [6 marks]
us e-p
attempt to find P X 3 M1
0.472 0.47178 A1
[3 marks]
Total[6 marks]
115/120
–4– SPEC/5/MATAA/SP2/ENG/TZ0/XX/M
(b) recognising both lines pass through the mean point (M1)
p 28.7, q 30.3 A2
[3 marks]
Total [5 marks]
6. (a) use of a graph to find the coordinates of the local minimum (M1)
s 16.513... (A1)
N or
maximum distance is 16.5 cm (to the left of O) A1
[3 marks]
O ft f
(b) attempt to find time when particle changes direction eg considering the
LY
first maximum on the graph of s or the first t – intercept on the graph of s (M1)
t 1.51986...
ng ra
(A1)
attempt to find the gradient of s for their value of t, s 1.51986... (M1)
illi n d
8.92 (cm/s2) A1
[4 marks]
sk tio
Total [7 marks]
up uc
in d
e ro
us e-p
Pr
116/120
–5– SPEC/5/MATAA/SP2/ENG/TZ0/XX/M
Section B
4.2
7. (a) 45 A1
60
AB 3.15 (km) A1
[2 marks]
(b) (i)
or 180 114 A1
35 66 A1
ˆ 101
ABC AG
N or
(ii) attempt to use cosine rule (M1)
AC 3.15 4.6 2 3.15 4.6cos101 (or equivalent)
2 2 2
A1
O ft f
AC 6.05 (km) A1
LY
[5 marks]
ng ra
(c) valid approach to find angle BCA (M1)
eg sine rule
illi n d
correct substitution into sine rule A1
eg
sin BĈA sin101
3.15 6.0507...
sk tio
BĈA 30.7 A1
[3 marks]
up uc
(M1)
eg 48.267 35
e ro
distance
(e) attempt to use time M1
speed
Pr
6.0507
or 0.065768 km/min (A1)
3.9
t 93 (minutes) A1
[3 marks]
117/120
–6– SPEC/5/MATAA/SP2/ENG/TZ0/XX/M
N or
(ii) P X 26 0.106 (M1)A1
[5 marks]
O ft f
LY
(c) recognizing binomial probability (M1)
E(Y ) 10 0.10621 (A1)
ng ra
1.06 A1
[3 marks]
illi n d
(d) P Y 3 (M1)
0.0655 A1
sk tio
[2 marks]
correct substitution A1
0.3554
in d
1 0.10621
0.398
e ro
A1
[3 marks]
us e-p
Total[15 marks]
A1
2
eg (or equivalent)
6 period
period 12 A1
[2 marks]
continued…
118/120
–7– SPEC/5/MATAA/SP2/ENG/TZ0/XX/M
Question 9 continued
N or
9 9
valid attempt to solve system (M1)
p 8.4; q 6.7
O ft f
A1A1
LY
[5 marks]
ng ra
(d) attempt to use f ( x) g ( x) to find maximum difference (M1)
x 1.64 A1
illi n d
[2 marks]
119/120