Diploma Programme subject outline—Group 4: computer science

MADA INTERNATIONAL COLLEGE

Schoolname Schoolcode

NameoftheDPsubject
Computer science SL & HL
(indicate language)

Level
(indicate with X) Higher × Standard completed in two years x Standard completed in one year*

Name of the teacher who

Ngala Ferdinand Ngum Dateof IB training 23rd December 2016
completed this outline

Date when outline was

June 2019 Name of workshop Computer Science Cat1
completed

* AllDiplomaProgrammecoursesaredesignedastwo-
yearlearningexperiences.However,uptotwostandardlevelsubjects,excludinglanguagesabinitioandpilotsubjects,canbecompletedinoneyear,according toconditions established
intheHandbookof procedures fortheDiplomaProgramme.
Aims
The Diploma Programme computer science course should aim to:
1. provide opportunities for study and creativity within a global context that will stimulate and challenge students developing the skills
necessary for independent and lifelong learning
2. provide a body of knowledge, methods and techniques that characterize computer science
3. enable students to apply and use a body of knowledge, methods and techniques that characterize computer science
4. demonstrate initiative in applying thinking skills critically to identify and resolve complex problems
5. engender an awareness of the need for, and the value of, effective collaboration and communication in resolving complex problems
6. develop logical and critical thinking as well as experimental, investigative and problem-solving skills
7. develop and apply the students’ information and communication technology skills in the study of computer science to communicate
information confidently and effectively
8. raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology
9. develop an appreciation of the possibilities and limitations associated with continued developments in IT systems and computer science
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 10. encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

Assessment Objectives
1. Know and understand:
2. Apply and use:
3. Construct, analyse, evaluate and formulate:
4. Demonstrate the personal skills of cooperation and perseverance as well as appropriate technical skills for effective problem-solving in
developing a specified p

1. Courseoutline

Allocated time Resources

Assessment instruments to List the main resources to be
be used used, including information
Topic/unit technology if applicable
(as identified in the One
8 Minute
IB subject guide) class
0 s
is
Contents
State the topics
and units in the In
orde you are going one
Classe
to teach them week 5
s
ther
e are

Computer  Binary representation of data (6 classes) 36 classes Observe/evaluate evidence of  YouTube video
Organisation/  HL ext: Examining various contol systems (2 classes) learning in demonstrations
 class debates/discussions  Video projector
 Simple logic gates/symbols (1 class)
 practical demonstrations  Textbooks
 Boolean expressions & simplification (3 classes)
 Whiteboard and marker
 combinational Logic circuits (2 classes)
 HL ext: Examining various contol systems continued
(2 classes)
 Computer architecture
 Secondary memory
 Operating systems and application systems (4
classes)
 HL ext: Micro processors and sensors in control
systems (2 classes)
 role of the operating system (6 classes)
 HL ext: Micro processors and sensors in control
systems
 Sensor, processor and output transducer

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  Role of feedback in a control system
Centrallised vs distributed control systems (4 classes)
 the nature of programming languages (2classes)
 HL EXT: Role of autonomous agents within a larger
system. (2classes)
 Discuss issues involved in moving from an old
information system to a new one. SL (3classes)
 Introduction to resource management (operating
system and functions) HL-Ext (2 classes)
 Evaluate methods of implementation and testing of the
new system.
 Discuss the role of computers in a networked system.
SL (3classes)

 resource management (operating system process

management; concurrent processes, race condition and  Class room group
mutual exclusion) HL-Ext (2 classes) discussions,
 Identify relevant stakeholders and methods of  Presentations by students.
obtaining their requirements for the new systemSL  Mini project (to be followed
 Textbooks: computer
SL: System (3classes) through from the begining)
science illuminated (Nell
fondamentals  mini-project Dale & John Lewis)
20 hrs (6 weeks)  HL-Ext: resource management (operating system Observe/ evaluate evidence of
 Core computer science
process management; deadlock & possible solutions) (2 learning in the solution of
 Video projector
& classes)  text driven exercises
27 classes  TED talks (from YouTube)
 System design basics.  problems relating topic to real
HL EXT: Resource  Ib computer science guide
 Connecting computational thinking (4.2) applied to life issues
management (IAs)
design (flow charts)  Case study projects
8 hrs (4 weeks) SL (3classes)  Case demonstrations and role
 Sample IAs from IB teacher
 (operating system process management; process play
resources
scheduling) HL-Ext (2 classes)
 Usability and issues arround usability, socicial and  Evaluate Criterion A and B of
ethical issues internal assessment –IA(as
(involve international mindedness) ( SL 2 1st project)
classes)
 resource management (operating system process
management; concurrent processes, race condition and
mutual exclusion) HL-Ext (2 classes)
 End of chapter evaluation
(HL/SL 1 class)
Introduction to internal assessment (IA) (SL/HL )
2classes ; connecting computational thinking (thinking
ahead in planning of tasks and design/process flow charts)
Feedback (1 class)

Basic database  Data vs information, information system and databases 36 classes Observe/evaluate evidence of  TED talks (from YouTube)
concepts  General concepts on data transactions, states, (3 learning in  Video projector
(SL/HL option core: classes)  class debates/discussions  Textbooks
A.1.4–A)  HL ext : The different database models (2  presentations  Whiteboard and marker
classes)  Drill exercises

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  concurrency in data sharing,
data validation and verification
 ACID properties. (SL/HL 5
classes)

 HL ext : Object oriented database model vs relational

database (2
classes)
&  Database management systems(DBMS) and relational
DBMS (RDBMS). (SL/HL 3 classes)
Futher database  HL ext : Data warehousing; advantages and
models and disadvantages(2 classes)  YouTube video
 DBMS and data security (SL/HL 3 classes)  practical demonstrations
database analysis demonstrations
(HL EXT)  HL ext : Data warehousing; advantages and  mini projects/presentations
 Computers in the lab
disadvantages continued (2 classes)
1  The three level database schema,
10hrs w(2 weeks)  Data dictionary, (SL/HL 3 classes)
2  Database relations and data definition language,
(SL/HL 3 classes)
 Database normalisation and its importance,
(SL/HL 3 classes)
 Entity-Relationship diagrams
 The relational data model
 (SL/HL 2 classes)
 Role of database administrators
 End-user interaction (3 classes)

 OBSERVATION of practical
demonstration of knowledge,
 Methods of database recovery (2 classes)  Individual description of
 Integrated database systems, (3 classes) scenario in real life where
 Video projector
Database concepts apply,
 Textbooks
management  Discussions/debates on
 Computers in the lab.
(SL/HL option core) 10 classes choices of networks to make
for various information  Basic network cabling
10 hrs  Uses of databases in various areas of life, (2 classes) systems. hardware (e.g. with RJ45
 Privacy of personal data, (3 classes) conectors)
 Presentations on social an
ethical implications of
networking.
 Class test

 Different types of networks, ,

 Data communication layers, (3 classes) Observe/ evaluate evidence of  YouTube video
Networks  HL Ext: Introduction to case study (2 classes) learning in the solution of demonstrations
9 hrs  Virtual private networks 12 classes  Drill exercises  Video projector
 Wireless networks (3 classes)  Puzzles  Textbooks
 HL Ext: samples of case study for past exams (2  Real life problems  Whiteboard and marke
classes)

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  Network security.
 TOK link
 End of unit assessement (2 classes)

 variable, constant, operator, object.

 Operators
 use of variables, constants and operators in algorithms.
(3 classes)

 Constructing algorithms using loops, branching. (3

classes)  YouTube video
Observe/ evaluate evidence of demonstrations
4.3 Introduction  characteristics and applications of a collection. (3 learning in the solution of  Video projector
to programming classes) 18 classes  Drill exercises  Textbooks
13 hrs  Puzzles  Whiteboard and marker
 Construct algorithms using the access methods of a  Real life problems  Computers in the lab
collection (3 classes)

 Discuss the need for sub-programmes and collections

within programmed solutions. (3 classes)

 Construct algorithms using predefined sub-

programmes, onedimensional arrays and/or collections
(3 classes)

 thinking procedurally,
Computational Observe/ evaluate evidence of
 thinking logically,
thinking-General learning in the solution of
 thinking abtractly (4classes)
principles  Drill exercises
 thinking ahead and  Video projector
10 hrs 18 classes  Real life problems
 thinking concurrently. (6 classes)  Textbooks
Abstract data  TOK debate topics
structures  HL EXT: Thinking recursively (2 classes)  Whiteboard and marker
 Submission/evaluation of
(5.1.4 – 5.1.20)  HL EXT: Linked lists, (2 classes)
the development face
(HL EXT)  HL EXT : Application of abstract data structures (4 (Criterion C) of IA
classes)

End of Year 1, Start of background work on Internal Assessement (During holidays)

Year Computational thinking skills applied to algorithm design: Observe/ evaluate evidence of
 YouTube video
2  Standard algorithms (4 classes) learning in the solution of
demonstrations
Connecting  Operations of collections (2 classes)  Drill exercises
 Video projector
computational  Choice of algorithms for specific problems (2 classes) 20 classes  Puzzles
 Textbooks
thinking.  Flow charts (2 classes)  Real life problems
(SL/HL)  Whiteboard and marker
 Pseudocodes (2 classes)  Criterion C
 Computers in the lab
 Algorithm efficiency (4 classes) completion for
 HL Ext; Trees (4 classes) Internal Assessment

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 Internal  Creation of the
Assessment screencast for
Corrections And criterion D of I.A Online screen cast
Feedback And (video) https://screencast-o-
8 classes
Mentoring  Evaluating the matic.com/
/Group4 project computer science
finalising/case solution (Criterion E
study for HL of the I.A)

2. The group 4 project

As the IB guides say, “The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic,
allowing for concepts and perceptions from across the disciplines to be shared inline with aim 10—that is, to ‘encourage an understanding of the relationships between
scientific disciplines and the over arching nature of the scientific method.’ ”Describe how you will organize this activity. Indicate the timeline and subjects involved, if
applicable.

In my school the group 4 subjects that could be involved in the project are Biology, Chemistry, Physics and Computer Science.
To start with,
1. At the end of the 1st year,
 we choose a project area whose knowledge domain is common to everyone in the group.
 At the end of the first year we let the group members choose a leadership, hold meetings to make project understood by all.
 Then, they distribute tasks (according to subject area, as implicated in the project). Let the candidates reflect on their tasks and do preliminary findings while on
holidays. Possibly start doing some background work where possible.
2. In the 2nd year;
 September - field work/lab experiments with corresponding results tally(data collection) or building of artifact,
 October - analysis of results (building of a command interface)
 November – testing/conclusion
 December - complete report of the project and submission.

3. IB practical work and the internal assessment requirement to be completed during the course

As you know, students should undergo practical work related to the syllabus.

• Physics, chemistry and biology: 40 hours (at standard level) or 60 hours (at higher level)

• Computer science: 40 hours (at standard level) or 40 hours (at higher level)

• Design technology: 60 hours (at standard level) or 96 hours (at higher level)

• Sport, exercise and health science: 40 hours (at standard level) or 60 hours (at higher level)

Use the table below to indicate the name of the experiment you would propose for the different topics in the syllabus.

An example is given. Add as many rows as necessary.

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 Any ICT used?
Name of the topic Experiment
Remember you must use all five within your programme.
Establishing system
requirements: field work
Note taking equipment; tablet, smartphone, etc.
between students and the
target project ownership.
Needs analysis:
Interviews, questionaires Audio recorders(possible use of cell phones) for interviews, word
and consultation of processing software for the production of questionaires.
enterprise archieves
System fundamentals
Design: practical
schematic and detailed
design of a system
(software product) from
Power AMC, VISIO, Edraw or any other design softwar tool
the expressed needs of
the stakeholders. This
includes; data models
and wire frames
Detailed design:
writing algorithms to
represent various Word
Connecting computational thinking
modules (operations) of processor
a system (with
pseudocode),
Creation of database;
The relational Database model Database server (e.g. XAMPP server),
tables, queries, views.
Implementation:
translating detailed
design into
programming language Programming Language translators/ integrated development environment
Programming code, (IDE)
client-server Database server.
transactions with
databases.
Testing :
Setting up an adhoc
Networking UTP cables, RJ45 connector plugs, a number of PCs
private network

4. Laboratoryfacilities

Describe the laboratory and indicate whether it is presently equipped to facilitate the practical work that you have indicated in the chart above. If it is not, indicate the
timeline to achieve this objective and describe the safety measures that are applicable.

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 As at now the computer science laboratory is good to go as far as hardware is concerned. Moreover our DP students are allowed to use their own computers in school.
With respect to software, we intend to use open-source software products like XAMPP, Java Development Kit (JDK). These are not available now, but can be made
available by May 2017. For now we have one UTP-RJ45 ended cable which can be used to setup a physical LAN on a peer-peer mechanism. We can also do the network
configuration based on wireless infrastructure, given that we have laptop computers that are wfi enabled.

5. Other resources

Indicate what other resources the school has to support the implementation of the subject and what plans there are to improve them,if needed.

Access to the internet has been obtained from the local internet service provider. However, there is need for the school’s internal network so as to help connect and
control students’ access to the internet.

6. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that
would allow your students to make links with TOK. Describe how you would plan the lesson.

Link with TOK

Topic
(including description of lesson plan)
Introduction Lesson Plan (lesson: nature of programming languages)
to Section Timin Objectives/learning outcomes: Resources Teacher Activities Learner Assessment
programming g Activities
Introduction 10 The learner will:  Chalk and  Poses thought provoking Answer the Diagnostic
mins Be provoked to bring out his chalkboard or questions. teacher’s evaluation
intrinsic notion of what a white board  Uses learners’ answers to question in a
programming language is. marker and build the body of discussion
With the question: “I do program white board knowledge the learner forum
in Java. Can I use Java the has prior to the lesson
same way I use English
language for communication?”
(TOK question)
Lesson body 30 Learner should be able to define a  Defines PL. Answer Good answers vs
mins programming language (PL) and  Uses definition together teacher’s poor answers are
bring out the various ways they with learners to bring out questions analyzed
differ from natural languages. the differences between a
PL and a natural language.
By futher enquiry of the
learners.
evaluation 10 Learners revisit the differences Is learner able to
mins between PL and natural languages define an
and the PL definition. Operating system
and bring out the

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 uses.

7. Approaches to learning

Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from your
outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or research).
Contribution to the development of students’ approaches to learning skills
Topic
(including one or more skill category)
In this unit the student is bound to do some field work; administering questionaires, interviews, and consulting archieves of the enterprise
or working for sometime with the enterprise on internship, so as to understand the company’s way of doing things. After the collectio n of
System responses to the questionaires and information from archieves etc, the student goes ahead to analyse the needs of the enterprise with
fundamentals respect to the computerisation of various operations as expressed by the enterprise. Students further go ahead to design, code and test
the new system. In all of this, the student must have learned communication skills in dealing with the stakeholders, research skills in data
collection and analysis, self-management as there are timelines for completion of tasks.

8. International mindedness

Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one topic from your
outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to
achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

The reason for the choice of social and ethical issues in networks is simple; with networking there are a lot of issues that infringe on the cultures of
Social and ethiccal various peoples. It is therefore possible for this topic to provoke the exposure of the likes and dislikes of a cross section of cultural communities
issues in Networks about the network, and get common areas of accord for the communities. In this discussion, we get to know how others feel about some issues and
why. We can then learn to respect their cultutes.

9. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from
your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

In this unit the student is bound to do some field work; administering questionaires, interviews, and consulting archieves of the enterprise or working for
sometime with the enterprise on internship, so as to understand the company’s way of doing things. After the collection of responses to the questionaires
and information from archieves etc, the student goes ahead to analyse the needs of the enterprise with respect to the computerisation of various
System
operations as expressed by the enterprise. Students further go ahead to design, code and test the new system. In all of this, the student must have
fundamentals
learned communication skills in dealing with the stakeholders, research skills in data collection and analysis. The student therefore becomes a good
communicator, and balanced between class room work and real life experience. In the whole process the student develops thinking skills so they
become thinkers

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 References

https://screencast-o-matic.com/
http://ibcomputersciencehl.blogspot.com/
https://ib.compscihub.net/internal-assessment/overview
https://www.reddit.com/r/IBO/comments/a1zev3/computer_science_extended_essay_samples/
https://sciencing.com/ib-group-4-project-ideas-8587910.html
https://sites.cdnis.edu.hk/school/computerscience/internal-assessment/group-4-project/
https://en.wikibooks.org/wiki/IB/Group_4/Computer_Science/Databases
https://resources.ibo.org/dp/subject-group/Computer-science/?

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