ABOUT THE CLASS
"The only way to learn mathematics is to do mathematics" - Unknown
|
IB Score
?/7 Professor
Emerson Roman |
MY WOKR
|
INTERNAL EXPLORATIONIB CHARACTERISTIC: INQUIRERS
As part of the IB curriculum, the internal exploration assesses the knowledge seen in class and knowledge acquired outside the scope of the subject itself. For this internal exploration, I decided to analyze a soda can, and how the actual design is optimal for cost reduction. For this, I used calculus and further research skills. I chose this work for inquirers as it reflects individual learning and the further development of the knowledge acquired in class. By doing this, not only had to use adequate mathematics but also, use critical thinking to analyze the problem itself. This exploration allowed me to see mathematics applied to the real world and to the field I’m interested in as a career. I felt gratification to see all my knowledge helped me develop it and that I was able to do it myself. Which was challenging, yet, not impossible. Seeing problems outside exams is a totally different world, and this was my first glance at it. In the future, I will use this exploration as a reminder that I'm capable of doing it. This is my first approach to the real world with mathematics, yet, it's the first of many more. Someday I might need to once again, optimize a soda can. |
INTRODUCTION TO CALCULUSIB CHARACTERISTIC: THINKER
For this activity, we were discovering limits and convergence, which is the beginning of calculus. We did an activity in which we divided a piece of paper into three, one stayed the same, another one got discarded and the third portion was divided once again in three. We repeated this step six times. The objective was to find the limit, which as we can see in the evidence was 0.5, as it never reached it. I chose this activity as it represents the IB characteristic of a thinker. I used creativity and critical thinking skills to analyze this complex problem, which was a visual representation of the limit. By doing this, I was able to better understand this topic and how it's used to determine the tangent line. I remember that when doing this activity I felt confused, as it didn't seem right that the fraction at a given moment stopped increasing and that 0.5 was a synthone. This confusion made me realize the whole point of the activity, as limits may seem counterintuitive, they aren't. However, I also felt proud as when learning further into calculus, I was able to remember this activity and better understand things. I will always remember this activity throughout my career as I'm looking into many years of calculus. However, this work reflects my skills of creative critical thinking applied to a problem, which I will use for the rest of my life. This activity is a reminder that anything is possible to learn, even if it seems impossible to. |
|
|
KOGNITY AND NOTESIB CHARACTERISTIC: INQUIRERS
This evidence reflects some of the notes we took from class and kognity. The topics I chose were trigonometric identities, which was a really challenging topic for me. With the help of both my teacher and kognity, I was able to fully understand the topic and demonstrate my knowledge in the mock examination. I chose this evidence for the IB characteristic of inquirers as I've had trouble understanding this topic. I decided to combine both what I saw in class and the use of kognity, which by doing this, I was able to fully understand. I combined independent research and class to solve a problem. This topic gives me mixed feelings, such as desperation, which I felt at the beginning due to the struggle I had. Yet, then I felt satisfaction as I was able to challenge myself and develop a method to learn it. This work will be useful to me in the future as it demonstrates how by doing independent research, you can complement and solidify topics seen in class. This also helped me study for my mock examinations as I applied the same technique. |
Copyright © 2021 Juan Pablo Meraz