Math AA HL IA ideas: differential equations, catenaries and fastest paths
Make the assumptions visible in an HL model
An HL exploration can gain depth by testing a model's assumptions, not merely adding more advanced notation. For a simple population model dP/dt = kP, the assumption is that the growth rate per individual stays constant. The solution P(t) = P(0)ekt is mathematically useful, but unlimited exponential growth may be implausible over a long interval.
- State the units of t, P and k.
- Explain how k would be estimated from legitimate data.
- Check whether the same estimate describes different time intervals.
- Compare an alternative only if you can explain its mathematics and assumptions.
Check what the parameter means numerically
With an illustrative k = 0.1 per year, the model's doubling time is ln(2)/0.1, approximately 6.93 years. This is a consequence of the assumed model—not a forecast for a real population. Discuss when the assumption could fail and what evidence would reveal the failure.
For a simpler starting point, see SL model comparison. The feasibility checklist and evaluation guide help keep the investigation explainable and genuinely your own.
IA weighting and scoring criteria
For the current course, criteria A–D are shared with SL; Criterion E has separate HL descriptors. The IB subject guide expects relevant, understood mathematics at the level of the course; university mathematics is not required. The revised criteria first apply in May 2029, so check your examination session before using a rubric.
Clear aim, logical order, readable graphs/tables and a conclusion that answers the research question.
Define variables, use correct notation, label axes, state units and explain what each formula means.
Show your own mathematical decisions: form a conjecture, change an assumption, compare methods or investigate an unexpected result. A personal anecdote or collecting your own data alone does not demonstrate this.
Compare models, test assumptions, discuss errors and explain what the answer means in the real situation.
Use relevant course-level mathematics accurately and explain it. At the upper HL levels, the descriptors distinguish sophistication and rigour; adding a difficult unexplained formula does not supply either.
These three Math AA HL IA ideas use a differential equation, hyperbolic functions or parametric curves to answer a specific modelling question. Each route includes a way to test the model and a decision it can support.
From derivation to an independent model check
Choose one central derivation and show how it changes the answer: a draining-time estimate, a chain-length prediction or a numerical comparison of ramp times. Define variables, units and assumptions before fitting. Use a separate check where feasible; a good fit to the data used to choose the model is not independent validation.
Three Math AA HL IA ideas with testable models
1. Water draining from a bottle using differential equations
Estimate a draining time from a separable differential equation, then test whether changing the outlet produces the predicted effect.
Research question: Can a differential equation model how water height changes as a bottle drains, and what hole size gives a target draining time?
Use a teacher-approved, prepared container vented to the air, with constant cross-sectional area S and a small outlet open to the air. Measure height h above the outlet centre, with initial height h₀. From volume conservation and the ideal Bernoulli outflow relation, derive dh/dt = −k√h. Here k = Cda√(2g)/S, where a is outlet area and Cd represents discharge losses. A tapering bottle needs a changing S(h); the constant-k model does not apply unchanged.
Fit √h against time: its predicted slope is −k/2. Use the initial condition to obtain h(t) = (√h₀ − kt/2)², only for 0 ≤ t ≤ 2√h₀/k. Beyond that time the squared expression would rise again, which is not a physical prediction. For an illustrative h₀ = 0.20 m and k = 0.020 √m/s, the model reaches the outlet level after about 44.7 s and predicts h(10 s) ≈ 0.121 m. These are model calculations, not measured results.
In the formula box, A = √h₀ and B = k/2 are integration constants; S above denotes the tank area. With k > 0, differentiating the height model gives h″ = k²/2 > 0 before the outlet is reached. This checks the direction of the curve as well as its decreasing height.
Mathematics used: Differential equations, separation of variables, initial conditions, parameter estimation and model validation.
Data to collect: Repeated height–time measurements at fixed initial height; estimate uncertainty and compare predicted heights with observations, including a trial not used for fitting. Compare outlet radii only while container area and discharge behaviour remain comparable.
Diagram to include: Container cross-section with h measured above the outlet, outlet radius r and constant tank area S. The predicted height–time curve decreases but is concave upward before it reaches h = 0.
2. Catenary curve of a hanging chain or cable
Compare a parabola with a catenary on the same chain coordinates, then calculate a length or sag that can be checked independently.
Research question: Does a hanging chain follow a catenary more accurately than a parabola, and how can the model predict cable length and sag?
Use a uniform, flexible chain hanging under its own weight between two supports. Photograph it perpendicular to its plane with a scale in that plane, so perspective does not distort the coordinates. Measure y upwards and set x = 0 at the lowest point for y = a cosh(x/a) + c, with a > 0; otherwise include a horizontal shift. Explain the catenary assumptions before applying the model to a stiff cable or a chain carrying extra loads.
Fit both models to the same coordinates and compare residual patterns as well as squared error. Derive the catenary arc length L = a[sinh(x₂/a) − sinh(x₁/a)] and compare it with a separate length measurement. At small sag, cosh(x/a) ≈ 1 + x²/(2a²), so a parabola can be hard to distinguish within photographic uncertainty. More decimal places in the fitted coefficients do not resolve that limitation.
Mathematics used: Hyperbolic functions, curve fitting, residuals, arc length and model comparison.
Data to collect: Coordinate points from a photographed chain, fitted to parabolic and catenary models.
Diagram to include: Photo grid with chain points, overlaid parabola and catenary, plus a residual comparison.
3. Fastest ramp shape for a rolling marble
Compare predicted and measured travel times for three paths sharing endpoints. This tests a defined set of ramps; it does not prove a globally fastest curve.
Research question: Which ramp shape gives the shortest travel time for a marble: straight, circular or cycloid-like?
Keep endpoints, release method and ball fixed, and record repeated runs. Define y as downward displacement for the cycloid below. Derive v = √(2gΔh) for an ideal sliding point mass. For a uniform solid sphere rolling without slipping from rest, use I = 2mr²/5 and translational plus rotational energy to obtain v = √((10/7)gΔh). A hollow ball has a different inertia, and slipping or energy losses require another model.
Approximate time along the ball-centre path with the segment sum below, evaluating velocity at segment midpoints rather than dividing the first segment by the zero starting speed. Halve the segment size and report whether the predicted times and ranking stabilise. Compare that numerical change with variation between trials. Track curvature and ball radius if the centre path differs appreciably from the drawn ramp, and check that the ball maintains contact.
Mathematics used: Parametric equations, energy-based modelling, numerical summation and convergence.
Data to collect: Travel time for three ramp shapes with identical start and end points, repeated and compared with numerical predictions.
Diagram to include: Three ramp curves between the same endpoints, with section lengths and vertical drop marked.
How to choose from these ideas
Start with a short pilot: one draining run, one calibrated chain photograph or one repeatable ramp. Choose the question whose mathematical comparison you can explain and whose measurements can distinguish the predictions. A theoretical exploration can also be appropriate; these three experimental routes are options, not a requirement that every IA collect original data. Confirm scope, safety and deadlines with your teacher.
Sources checked
- IB Mathematics in the DP
- IB Mathematics: Analysis and Approaches subject brief
- IB 2026 Mathematics examiner instructions
- IB assessment and exams
Editorial review
Reviewed against the cited official IB subject and assessment sources. This article provides planning examples, not examiner advice or ready-to-submit coursework.
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