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IB DP Computer Science Past Paper 1 and 2 (Year 2023)

1.1 Data Representation 1.2 Multimedia – Graphics, Sound 1.3 Compression

Lesson Plan and Full Lesson 6: Use two’s complement to represent positive and negative 8-bit binary integers. • Convert a positive binary or denary integer to a two’s complement 8-bit integer and vice versa • Convert a negative binary or denary integer to a two’s complement 8-bit integer and vice versa

These examples are intended to illustrate the internal assessment component of the course and to inform teachers about how the assessment criteria are interpreted and applied. They have been produced by subject matter experts using the new internal assessment criteria, the relevant changes to word count, use of appendix and video length. Although the examples have been standardized by experienced Diploma Programme (DP) computer science teachers, these example computational solutions, their marks and examiner comments are for guidance only. They are not definitive and have not been generated through the International Baccalaureate’s (IB) process of standardization. These examples will be replaced with authentic examination examples following first assessment in 2027. Introduction Overview Computer science

Introduction 1 Purpose of this publication 1 The Diploma Programme 2 Nature of the subject 6 Computer science and the DP core 11 Computer science and international-mindedness 13 Computer science and the IB learner profile 14 Approaches to learning and approaches to teaching in computer science 17 Aims and objectives 23 Syllabus 25 Syllabus outline 25 Syllabus roadmap 26 Syllabus format 27 Syllabus content 28 Assessment 44 Assessment in the Diploma Programme 44 Assessment outline—SL 46 Assessment outline—HL 47 External assessment 48 Internal assessment 51 Appendices 60 Command terms 60 Bibliography 61

CONTENTS Computer Science higher level paper 1 specimen question paper Computer Science higher level paper 1 specimen markscheme Computer Science higher level paper 2 specimen question paper Computer Science higher level paper 2 specimen markscheme Computer Science standard level paper 1 specimen question paper Computer Science standard level paper 1 specimen markscheme Computer Science standard level paper 2 specimen question paper Computer Science standard level paper 2 specimen markscheme Computer Science higher level and standard level: Case study

This is a proposed scope and sequence for the new IB DP computer science curriculum (first exams 2027). During a category 3 training, there was a lengthy conversation about the clear benefits of a conceptual-based approach to teaching the course. Most teachers decided that only for the first year, teaching the course in a topic-based format would be a better choice as they acclimated to the course. This is a generally sequential, topic-based approach. bmackenty@gmail.com is currently editing, but please feel free to contribute (and feel free to email). ( this content belong to bmackenty) tadjeroutnoureddine@gmail.com is currently editing, but please feel free to contribute (and feel free to email).

Teacher Example Teacher Subject Group and Course Group 4 - Computer Science Unit Description and Texts Assessment for the unit Transfer Goals Essential Understanding goals Assessment of essential understanding goals Learning process DP Core ATL Skills Resources

IB DP Updated_Comp_Sci_Paper_1_Section_A and Updated_Comp_Sci_Paper_2_Python

The DP computer science course is organized into two themes: theme A: Concepts of computer science, and theme B: Computational thinking and problem-solving. While the two themes are different, they both support an understanding of the computational thinking process. The TSM aims to demonstrate how students can learn about this process through the two themes. The TSM also supports the development of students’ practical skills of algorithmic thinking and programming through the course content. Theme A covers the development of concepts in computing. It explores how computers operate, from simple binary computations to computing systems that allow machine learning to take place. Theme B covers the development of techniques in computing that facilitate problem-solving through the automation of algorithms with computer programs. Theme A: Concepts of computer science Theme B: Computational thinking and problemsolving A1 Computer fundamentals • A1.1 Computer hardware and operation • A1.2 Data representation and computer logic • A1.3 Operating systems and control systems • A1.4 Translation (HL only) B1 Computational thinking B1.1 Approaches to computational thinking A2 Networks • A2.1 Network fundamentals • A2.2 Network architecture • A2.3 Data transmissions • A2.4 Network security B2 Programming • B2.1 Programming fundamentals • B2.2 Data structures • B2.3 Programming constructs • B2.4 Programming algorithms • B2.5 File processing A3 Databases • A3.1 Database fundamentals • A3.2 Database design • A3.3 Database programming • A3.4 Alternative databases and data warehouses (HL only) B3 Object-oriented programming • B3.1 Fundamentals of OOP for a single class • B3.2 Fundamentals of OOP for multiple classes (HL only) A4 Machine learning • A4.1 Machine learning fundamentals • A4.2 Data preprocessing (HL only) • A4.3 Machine learning approaches (HL only) • A4.4 Ethical considerations B4 Abstract data types—HL only B4.1 Fundamentals of ADTs

Spread sheet Features Creating and Manipulating Data, Formatting Data and Content, Creating and Modifying Formulas Presenting Data Visually and Collaborating and Securing Data Working with MS Excel 2010 & Formatting Data and Ranges Working with Data and Using Basic & Advanced Formulas and Functions Formatting and Managing Worksheets Creating Charts, PivotTables, and adding Pictures and Shapes