Variability in Iphone 6 Charging Rates KP2

[KP1]

Variability in Iphone 6 Charging Rates[KP2]

Lebron James [KP3]0030214[KP4]

March 9th, 2017

Math Studies SL[KP5]

Mr. Kalis[KP6][KP7]

Introduction:[KP8][KP9]

I am going to find out if an Iphone’s % of charge increases at a constant rate when charging. I will record the % of charge every 5 minutes. Next I will plot a %charge vs time graph to visually assess if the rate is linear. Next I will find pearson’s correlation coefficient and a line of best fit. Finally, I will find an r² (use alt-code to make symbols, do not use “^2” or “3E10”) value to determine how close my values are to the line of best fit.

Information/Measurement:[KP10]

Here is a beautiful table with explicitly defined variables (ANY variable used in the paper for any equation is labeled or explained somewhere). It is okay for this work to be written by hand as long as it is clear.[1]

Mathematical Processes:[KP11][KP12]

Here is a bunch of work. Any variables are defined. I am including at least 2 simple processes and at least 3 processes total (1 being “further” which means “harder”).

Interpretation of Results:[KP13]

My r² value was 0.945. This means there is evidence that there is a strong linear correlation between charge % and time…. Etc..

Validity:[KP14]

I did not have a way to verify that the electrical supply provided a constant flow of electricity…etc

Bibliography[KP15][KP16][KP17][KP18][KP19]

[Cite your sources here]

[1] Use proper notation for the source

[KP1]The entire paper is written in Arial, font size 12, and double spaced.

[KP2]Title of Project

[KP3]DO NOT INCLUDE YOUR NAME

[KP4]DO NOT INCLUDE YOUR IB NUMBER

[KP5]Name of the course

[KP6]DO NOT INCLUDE YOUR TEACHER’S NAME

[KP7]I inserted a “Page Break” after the Kalis

[KP8]The headings should stay.

[KP9]In this context, the word “task” is defined as “what the student is going to do”; the word “plan” is defined as “how the student is going to do it”. A statement of the task should appear at the beginning of each project. It is expected that each project has a clear title.

[max points] The project contains a title, a clear statement of the task and a detailed plan that is followed.

The plan should specify what techniques are to be used at each stage and the purpose behind them, thus lending focus to the task. Justify a reason for choosing each process. All processes used in the paper must be included in the introduction.

[KP10]In this context, generated measurements include those that have been generated by computer, by observation, by prediction from a mathematical model or by experiment. Mathematical information includes geometrical figures and data that is collected empirically or assembled from outside sources. This list is not exhaustive and mathematical information does not solely imply data for statistical analysis. If a questionnaire or survey is used then a copy of this along with the raw data must be included.

[max points] The information/measurements have been properly structured ready for analysis and the information/measurement collection process has been thoroughly described and the quantity of information justified. If the information/measurements are too sparse or too simple, this achievement level cannot be awarded. If the information/measurements are from a secondary source, then there must be evidence of sampling if appropriate. All sampling processes should be completely described. Describe the sampling technique.

[KP11]The use of calculator or spreadsheet notation is not acceptable.

[max points] Variables should be explicitly defined. An isolated slip in notation need not preclude a student from achieving this level. If it is a simple project requiring little or no notation and/or terminology, this achievement level cannot be awarded.

The candidates must complete at least two simple processes that are correct and relevant to

be awarded level 3 for this criterion. It is required that only all simple processes are relevant

at this level. Irrelevant further processes do not preclude the candidate being awarded level

Simple processes are considered relevant if they pertain to the statement of task and if these

processes are used later in the development of further processes, as stated in their plan.

If there are no simple processes in the project, then two of the further processes will be

considered to be simple processes and not further processes.

Repeated processes count as one process (e.g. producing two bar charts).

If the project includes only two processes and one is incorrect, then level 1 is the maximum

which can be awarded.

If there is only one process used, simple or further, then the candidate is awarded level zero.

The only exception to this is if a 2 test is completed in full, by hand, and is the only process,

then level 1 is awarded.

If the simple and further processes are not presented in order, the student will not be

penalized in this criterion. However this may be penalized in criterion F.

test

A 2 test performed by hand is considered to be one further process.

For a completed 2 test candidates are expected to write down their hypotheses, degrees of

freedom, show how to calculate at least one expected value and complete the table of

expected values, work out the 2 test statistic using the formula and write down the

conclusion (using either the critical value or the significance level).

If the observed values are not frequencies, then at most level 3 can be awarded for criterion C.

If any expected values are less than 5, then at most level 4 can be awarded for criterion C,

and only if all the working is shown in full. If the working is not shown, then at most level 3

can be awarded.

If the degree of freedom is 1, then Yates’s continuity correction must be applied (and only

when the degree of freedom is 1). If the correction factor is not applied and the test has been

satisfactorily performed by hand then at most level 4 can be awarded.

Please note that a 2 test does not prove anything; it supplies evidence or support only.

Correlation / regression

If the candidate draws a scatter diagram and it is clear from the diagram that there is no

correlation then it is relevant to calculate the correlation coefficient, r, to verify that fact.

However, it is not relevant to calculate the regression line.

If from the scatter diagram it seems that there is some correlation then it is relevant to

calculate the correlation coefficient, r, and, if the correlation is strong enough, then it is

relevant to find the regression line, provided it is used or its purpose explained.

If a scatter graph is not drawn, then the relevancy of a regression line will depend on the

value of r.

If the value of r is written down from the GDC (or Excel) then this is a simple process.

If the summary statistics have been calculated from the GDC and then substituted into a

formula to determine r this is also a simple process.

Calculation of the mean or standard deviation as part of calculating r is not considered a

separate process. The exception to this is if the mean or standard deviation has been

calculated independently as part of the stated plan.

[KP12]When presenting diagrams, students are expected to use rulers where necessary and not merely sketch. A freehand sketch would not be considered a correct mathematical process. When technology is used, the student would be expected to show a clear understanding of the mathematical processes used. All graphs must contain all relevant information. The teacher is responsible for determining the accuracy of the mathematics used and must indicate any errors on the final project. If a project contains no simple mathematical processes, then the first two further processes are assessed as simple.

Examples of further processes are differential calculus, mathematical modelling, optimization, analysis of exponential functions, statistical tests and distributions, compound probability.

[max points] All processes, both simple and further, that have been carried out are without error. If the measurements, information or data are limited in scope, then this achievement level cannot be awarded.

[KP13]Use of the terms “interpretation” and “conclusion” refer very specifically to statements about what the mathematics used tells us after it has been used to process the original information or data. Discussion of limitations and validity of the processes is assessed elsewhere.

[max points] The student would be expected to produce a discussion of the results obtained and the conclusions drawn based on the level of understanding reasonably to be expected from a student of mathematical studies SL. This may lead to a discussion of underlying reasons for results obtained.

If the project is a very simple one, with few opportunities for substantial interpretation, this achievement level cannot be awarded.

The project flows better if the candidate writes partial interpretations/conclusions after each mathematical process. The stronger candidates had a detailed discussion of the results found. Overall this criterion was quite well addressed with many achieving level 2.

Most candidates managed to give at least one interpretation that was consistent with their analysis. However, the wording in this criterion has now changed and, if there are any inconsistent conclusions/interpretations, then there must be at least two consistent conclusions/interpretations for the candidate to be awarded level 2 marks.

Any irrelevant or unsupported conclusions (or personal beliefs) preclude the award of level 3.

[KP14]Validity addresses whether appropriate techniques were used to collect information, whether appropriate mathematics was used to deal with this information, and whether the mathematics used has any limitations in its applicability within the project. Any limitations or qualifications of the conclusions and interpretations should also be judged within this criterion. The considerations here are independent of whether the particular interpretations and conclusions reached are correct or adequate.

[max points] There is discussion of the validity of the techniques used or recognition of any limitations that might apply. A simple statement such as “I should have used more information/measurements” is not sufficient to achieve this level. If the student considers that validity is not an issue, this must be fully justified

[KP15]Use proper formatting for citing sources.

[KP16]

[KP17]You will also be scored on Structure:

The term “structure” should be taken primarily as referring to the organization of the information, calculations and interpretations in such a way as to present the project as a logical sequence of thought and activities starting with the task and the plan, and finishing with the conclusions and limitations.

Communication is not enhanced by a large number of repetitive procedures. All graphs must be fully labelled and have an appropriate scale.

It is not expected that spelling, grammar and syntax are perfect, and these features are not judged in assigning a level for this criterion. Nevertheless, teachers are strongly encouraged to correct and assist students with the linguistic aspects of their work. Projects that are very poor linguistically are less likely to excel in the areas that are important in this criterion. Projects that do not reflect the significant time commitment required will not score highly on this assessment criterion.

[max points] To achieve this level, the project would be expected to read well, and contain footnotes and a bibliography, as appropriate. The project must be focused and contain only relevant discussions.

[KP18]You will also be graded on Notation and Terminology:

This criterion refers to the use of correct terminology and mathematical notation. The use of calculator or spreadsheet notation is not acceptable.

Criterion G

Surprisingly few candidates scored full marks on this criterion. The most common level awarded was 1 due to incorrect notation and/or terminology or failure to define variables.

Candidates that use Excel or calculator screen dumps need to be aware that this notation is not acceptable. If there are examples of such notation this must be explained and corrected in the body of the text.

Candidates should avoid using their cameras to take pictures of the calculator screens.

Isolated typographical errors are condoned, however if the candidate uses x^2 inste

[KP19]Effective Citing and Referencing

It is vitally important that all coursework is the authentic work of the candidate, and that any words and thoughts of others are correctly referenced.
The candidate submission includes a declaration "that this work is my own work and is the final version. I have acknowledged each use of the words or ideas of another person, whether written, oral or visual" .
Effective immediately, 100% of coursework received by the IB will be checked via a new text matching software for possible collusion and plagiarism. Any potential breaches to regulations will be investigated by the IB and the candidate may not receive a grade for the subject.