Top-band exemplar · AA SL · written to a full-marks standard
When can we launch? Modelling the tide at our sailing club's slipway
Written by IB Math Revision to show a top-band (full-marks) standard — not a real student's IA, not moderated by the IB; marks can't be guaranteed. The marks below are our examiner-style judgement against the criteria. This exploration was never submitted in an IB session and we do not claim it scored 20/20.
An AA SL exploration written to a top-band (full-marks) standard: a sinusoidal tide model fitted by least squares, a launch window found by solving a trigonometric inequality and generalised to a formula, a sensitivity estimate from the derivative, an exact-value explanation of the sailors' rule of twelfths with calculus to find its worst error, and a second model of springs and neaps that shows when the club's rule fails. Every technique is in the AA SL syllabus.
Why it reaches the top band, criterion by criterion
| Criterion | Mark | Why |
|---|---|---|
| A · Presentation | 4/4 | A four-part aim with a practical end point; each section answers one part, and the conclusion answers them in order and ends with a recommendation. Concise — nothing is included for its own sake. |
| B · Mathematical communication | 4/4 | Variables, units and the reference level defined before use; key results numbered and referred back to; exact values kept exact until the end; tables and figures chosen to support the argument and referred to in the text. |
| C · Personal engagement | 3/3 | Outstanding and sustained: the question comes from the student's own experience, the threshold comes from their own measurement, and they test a rule their club actually uses and turn the result into a recommendation. |
| D · Reflection | 3/3 | Substantial critical reflection throughout: an unexpected fitted period is explained and acted on, the effect of the least reliable measurement is quantified, a second model is checked against an independently derived value, and limitations are ranked by their effect. |
| E · Use of mathematics | 6/6 | AA SL mathematics used with sophistication and rigour: least squares understood as minimisation, a trigonometric inequality solved exactly and generalised, the chain rule used for sensitivity, exact values and a derivative used to analyse the rule of twelfths, and a definite integral for a genuine average. At SL, sophistication is this kind of judgement and connection, not HL content. |
| Total | 20/20 | Full marks are justified because each criterion is met throughout the exploration, not in one section: the mathematics is correct, connected and used to answer a real question, and the reflection changes what the student does next. |
Marks are our judgement of this teaching exemplar against the current criteria, explained criterion by criterion. They are not IB moderation results, and a real IA written to this standard could still be marked differently by a teacher or moderator.
What would lose marks here
The same exploration, with these changes, would drop out of the top band:
- E Taking the model straight from a calculator's sine-regression button, with no first estimates and no idea what the solver minimises, would make the use of technology routine and cap E.
- E Solving h(t) = H only graphically for one day, instead of deriving the window formula (3), would leave nothing to build Section 6 on — the exploration would stop at a single number.
- D Ignoring the fitted period of 12.63 hours (or quietly rounding it to 12.42) would lose one of the clearest pieces of critical reflection.
- C A tide IA on a harbour chosen from a list, with no launch problem and no measurement of the student's own, would show much less engagement, however accurate the fit.
- A Adding a section on the physics of the Moon's gravity that does not feed into the aim would make the work less concise.
- B Writing = for fitted or rounded values (a = 1.09 instead of a ≈ 1.09), or letting t mean hours in one section and days in another.
Excerpts with examiner annotations
Free sections are shown below with comments; the rest is in the full exemplar, available in the protected viewer with the IA package or a Pro plan.
1. Introduction
Our sailing club launches its dinghies down a concrete slipway that only reaches the water for part of each tide. The notice by the boat park says “Launching possible from 2 hours before to 2 hours after high water.” Last autumn I followed that rule to the minute and still ran the trolley's wheels into mud about an hour and fifty minutes after high water, with the boat not yet floating. The instructor's reply was “it's a neap tide, it's always tight at neaps”. I wanted to know whether the rule is actually wrong, and if so, how often.
Aim. I will (i) build a sinusoidal model of the tide at our harbour from a day of tide-gauge readings, (ii) use it to find the length of the launch window and how sensitive that length is to the depth the trolley needs, (iii) test the sailors' “rule of twelfths” against the model, and (iv) use a month of the tide table to decide on how many days the club's two-hour rule is not safe.
Sinusoidal functions were the part of our trigonometry unit I found most convincing, because the graphs in the textbook looked like tide curves. This exploration was my chance to see whether they are good enough to answer a real question on the water.
C The question comes from something that actually happened to the student and a claim they want to test. Engagement is shown by a specific experience and a precise doubt, not by saying the topic is interesting.
A A four-part aim with a clear practical end point (is the rule safe, and how often?). Each part is answered in its own section.
2. The data and a first model
The harbour authority's tide gauge shows the height of the water above chart datum (a fixed reference level close to the lowest tides). On the day my trolley stuck (day 9 of the tide table I use in Section 6), I downloaded the gauge's record for that day from the harbour authority's website at 30-minute intervals from 00:00 to 25:00 — 51 readings. The club's survey puts the toe of the slipway at 2.8 m above chart datum, and I measured that the trolley needs 0.5 m of water over the toe before the dinghy floats off, so launching is possible while the height is at least
Data note: the gauge readings and the tide table in this exemplar are illustrative, generated to behave like a real tide; a student must use their own (for example from their national tide-gauge network, cited).
I use
with cosine rather than sine so that
| Parameter | Meaning | First estimate (from the readings) | Least-squares value |
|---|---|---|---|
| a (m) | amplitude = half the range | 1.135 | 1.090 |
| b (rad h⁻¹) | 2π ÷ period | 0.4833 | 0.4973 |
| period 2π/b (h) | time from one high water to the next | 13.00 | 12.63 |
| c (h) | time of high water | 8.50 (08:30) | 8.87 (08:52) |
| d (m) | mean level (principal axis) | 2.575 | 2.596 |
| S (m²) | sum of squared residuals | 0.970 | 0.0712 |
B Every variable is defined with units and a reference level before it is used; the choice of cosine over sine is explained by what it makes c mean.
E Parameters are first estimated from their meaning (amplitude, axis, phase, period), so the later least-squares values can be judged, not just accepted from software.
C The threshold H comes from the student's own measurement of the trolley, which makes the model theirs.
3. Improving the fit by least squares
In the full exemplar (about 2 pages). Least squares with a solver, residuals, and why the fitted period is not 12.42 hours. Open in the protected viewer
4. How long is the launch window?
Launching is possible while
This needs
where
How much does the depth matter? I only measured the depth the trolley needs roughly, so I wanted to know how much an error in
E The launch window is found by solving a trigonometric inequality exactly and generalised to a formula in the range and period (equation 3) — the formula that makes Section 6 possible.
E Differentiation is used for a purpose: a sensitivity estimate that tells the student whether their rough measurement could change the conclusion. That is sophistication at SL — judgement, not harder topics.
D The result is checked against the event that started the exploration, and the effect of the least reliable input is quantified before the conclusion is trusted.
5. Is the rule of twelfths as good as the model?
In the full exemplar (about 2.5 pages). Exact values show the rule of twelfths joins points of the cosine curve; calculus finds its worst error; and the rule is checked on the launch problem. Open in the protected viewer
6. Springs and neaps: when is the two-hour rule safe?
In the full exemplar (about 3 pages). A second sinusoidal model for the spring–neap cycle, a critical range derived from the window formula, the share of days on which the club's rule fails, and an average window from a definite integral. Open in the protected viewer
7. Conclusion and reflection
On my log day the tide was modelled well by
Limitations. The most important one is the mean level
What I will remember is that the formula I used most in class,
A All four parts of the aim are answered in order with the key numbers, and the conclusion ends with a concrete recommendation that follows from the work. No new material is introduced.
D Limitations are ranked by their effect on the answer; the most important one (the mean level) is explained through the structure of equation (3), and the student says which conclusions survive the uncertainty.
Bibliography
In the full exemplar (about 1 page). Sources, technology used and appendices. Open in the protected viewer
What a moderator could still ask for
- Even at this level, a moderator could ask for a second day of gauge readings (at springs) to test the single-cosine model where the window is longest.
- The mean level d is the most influential parameter; estimating it from several days, with a range of plausible values, would make the final recommendation more robust.
Fit the same kind of model to your data
This exploration uses the methods in the sinusoidal model, step by step: a worked example with every step and a criterion tip at each one. Then run the same steps on your own numbers with Model my data — it works with Desmos, GeoGebra and spreadsheets.
Frequently asked questions
Did this IA actually get 20/20?
No — it is not a real student's IA and it was never submitted or moderated. It was written by IB Math Revision to show what a top-band (full-marks) standard looks like at AA SL; the marks are our examiner-style judgement against the criteria, and no one can guarantee a mark.
Can an AA SL IA reach full marks without HL mathematics?
Yes. Criterion E asks for mathematics commensurate with the course; at SL, sophistication means choosing, connecting and justifying SL techniques well — as with the window formula and the sensitivity estimate here — not borrowing HL topics.
Can I write my IA on tides?
Yes, if the question and the data are genuinely yours. Copying or closely paraphrasing this exemplar — its question, structure, wording, data or figures — is academic misconduct. A different harbour, a different decision (fishing, surfing, a ferry timetable) or a different model would be a much better start.
Other top-band examples
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- What is the quickest way to deliver a leaflet to every house on my estate? (AI HL)
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- When is the sea warm enough for our swimming club? A sinusoidal model of sea temperature (AI SL)
All 17 annotated exemplars, including four deliberately mid-band drafts.
Read the whole exploration
The full “Tides and the launch window (AA SL)” exemplar, with an examiner's note on every section, is in the IA package with the other 16 exemplars (Pro and Platinum plans include them too). €39 once, 12 months' access, 14-day money-back guarantee. It helps you write your own IA; it never writes it for you.
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