Math Task

Alas, I awakened this morning to the pleasant pitter-patter of raindrops outside my open window and the not-so-pleasant memory that I have a math task due on next Friday. Being sick yesterday, I had my friends and mother collaborate to get my homework to me (it's a mildly complex process, so I won't elaborate). So, instead of returning to sleep,(first indication of an IB student: lack of sleep/exhaustion) I hauled myself downstairs to make some breakfast and tea. I know I shouldn't caffeinate if I'm not too tired, (second indication: caffeine addicts by necessity) but I just love the aroma of Earl Grey. A friend of mine, starting her second and final year of IB, is already immune to caffeine in less-than-lethal doses, so I try to be careful and not over use it.

The task we have is a "Type II: Developing A Model" task called "Stopping Distances." It involves making a graph, developing the model that best fits the data and using it for inter- and extrapolation. We;re marked on six criterion: use of notation and terminology, communication, mathematical process - developing a model, results - interpretation, use of technology, and quality of work. IB marking schemes have a tendancy to be vague and increadibly subjective, so it is imperative to check and re-check in the most meticulous way to be sure you have acheived perfection, so that when the marks come back you are guaranteed at least a 70%.

I once heard a horror story about the IB marking system: A student was top-notch, always got A's in everything. There was a paper that was to be marked by the teacher and then sent out to someone in Wales for a second marking. The teacher, following the IB rubric, gave this student's paper an A, but it came back a D, marked with the same rubric. Horrific, I know, but true. So, for all you ib-kids out there, be sure your work will score 110%, and you might be lucky to get an 80.

I'm signing off to actually do that task now.
Au revoir,
Ace