Discussion in 'Mathematics' started by Piranha, Nov 30, 2011.

1. ### PiranhaStar commenter

I am teaching IB Higher and Standard level for the first time. We have done some of the standard portfolio tasks; in SL, we have done China Population and Stellar Numbers. In Higher, we did the building task and linear equations. I think I understand the marking criteria. However, I am a bit unsure about what is needed for moderation.
According to the blurb, I must complete form 5/IA, and send 5/PFCS for each portfolio, signed by me and the student. I have these - so far so good. However, then I need a "solution key" per task. Is this a complete solution, or a summary, or a key showing how I have allocated marks? If the latter, I can make an attempt at it, but have no way of knowing if it is correct. And is there anything else I need to do?
Thanks in anticipation.

2. ### PiranhaStar commenter

I am teaching IB Higher and Standard level for the first time. We have done some of the standard portfolio tasks; in SL, we have done China Population and Stellar Numbers. In Higher, we did the building task and linear equations. I think I understand the marking criteria. However, I am a bit unsure about what is needed for moderation.
According to the blurb, I must complete form 5/IA, and send 5/PFCS for each portfolio, signed by me and the student. I have these - so far so good. However, then I need a "solution key" per task. Is this a complete solution, or a summary, or a key showing how I have allocated marks? If the latter, I can make an attempt at it, but have no way of knowing if it is correct. And is there anything else I need to do?
Thanks in anticipation.

3. ### GuishNew commenter

We need to give a solution key so that the examiner can understand what we were expecting from the students as answers. I usually do not put much details in the solution key. I just give general guidelines about what I expect students to do. Examiners also like when you give background information about the batch, for e.x, which topics you covered before the IAs was done. They want to know what presumed knowledge the student had before attempting the IA'S. Damn, I need to do these too. Dude, usually, teachers upload their solution keys online at IBO. I haven't been there for a while. I don't know about this time.

4. ### DMNew commenter

New avatar for you Piranha.

It was designed by Jamie Oliver (who probably believes he is the epitome of dudeness).

5. ### GuishNew commenter

And I'm the one responsible for giving Piranha that new title.

6. ### PiranhaStar commenter

Thanks, Guish. I have done a search at IBO, and found something for one of the tasks, but not the rest. It does seem odd that there is not something official available for the set tasks. I have marked plenty of GCSE and A level courseworks, and there has always been something.
I would like to be a Cool Dude, but I don't think my daughter or students would agree. Being a shorter than average fifty-something with glasses who thinks difficult problems are interesting is not seen as a route to dudehood. Is "Cool Dude Mathematician" an oxymoron?

7. ### DMNew commenter

Not since the introduction of mathematics free schools that specialise in mathematics.

8. ### GuishNew commenter

Haha, if you join my Mathematics forum, a few of my form 6 students will consider you a dude. These guys are fascinated by chaos theory and Quantum physics. Yes, IBO is notorious for its lack of support in these areas. My first year of teaching IB taught me that in a brutal way. Don't you have someone who teaches HL at your school with whom you can have a chat? Well, I have no one over here.

9. ### PiranhaStar commenter

No, I am doing HL and SL. Somebody else is teaching studies, but he is also in the dark. Teaching IB has its advantages too. First, the groups are tiny. Second, it has been great to teach some new Maths. Returning to Group theory after over 30 years has been a welcome change, especially when I found I could still remember a lot of it. The only snag was when I was convinced I had taught something, only for it to turn up for the first time when I started preparing the next chapter!

10. ### PiranhaStar commenter

My daughter nearly killed herself laughing at the suggestion of my new avatar, so I had to use it for a while. Thanks, DM.

11. ### DMNew commenter

Whereas Jamie Oliver's daughter was devastated after he stole her crayons ...

12. ### GuishNew commenter

Haha, avatar looks cool.

13. ### PiranhaStar commenter

Thanks for the help so far. I now think I have everything in place, and have got marking. I now have another query, on the Use of technology mark. I've found some solution keys on the IBO website; most of them suggest that to access 2 or 3 marks, you need to use several different things, e.g. Excel, Autograph and a GDC. One of my sudents has used Autograph only for China Population, for plotting the original points, doing various regressions and displaying the results. I can't see how using Excel or a GDC would improve the task. Therefore, can I give her 3?

14. ### KarvolOccasional commenter

To obtain a 3 on the Use of Technology criterion, the technology must have substantially enhanced the development of the task. This is what the guidelines state
Using a computer and/or a GDC to generate graphs or tables may not significantly contribute to the development of the task.
My interpretation of this has always been as to by how much was the use of technology enhancing the portfolio. It is not the amount of technology used, but to what end. For instance, in the Stellar Shapes Type I task, one could use CAS software to simplify ( the admittedly not very difficult ) algebra to see what was really going on. The technology could then be used to extend the task in many directions, enhancing the task without creating a lot more work.
In the China Population Type II task, I would be looking at the use of technology beyond basic regression. One could look at the differences in data values for the different models created in the penultimate section and use statistical tools to analyse which one would be the most appropriate. This would, to my mind, be enhancing the development of the task without creating that much extra work.
This criterion is notoriously vague. Good luck.

15. ### PiranhaStar commenter

Thanks, Karvol. Looks like it has to be a 2.
My next job is creating a solution key for Stellar shapes, so your comment on that is handy. I hadn't thought of CAS. My A-level background makes me think "do it yourself!" but I can see how it would come in useful. I need to learn some more Statistics to see how China Populaton could be developed further as you say.

16. ### KarvolOccasional commenter

You cannot do this! I know it sounds pretty pathetic ( the Stellar Shapes task is a simple Sequences and Series question ) but the students are expected to use technology. At the end of the day, each stellar shape is just a series of regular polygons.
If you browse on the net, you should be able to find stellar.jar, which draws the shapes for you, making life a lot easier.

17. ### PiranhaStar commenter

Yes, I realise that. I do think it a bit sad that jumping through an ICT hoop is required rather than just looking at the quality of the piece as a whole. However, I talked to them about using ICT as fully and imaginatively as possible, and they did to some extend, but not (I think) enough to get full marks for ICT.