IB Computer Science

“Experiences in the classroom”

Shawn Blakey – Sir Winston Churchill High School

Computer Science Pathways at Churchill:

Advanced Introductory Intermediate

What is IB?

 As of May 2012:  2368 schools worldwide

Why do IB at all?

“

preparing students for success in higher education and life in a

global society.” The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. Students on full diploma choose 1 subject from each group (5) and may choose either an arts subject from group 6 or a second from group 1-5.



IB Computer Science 2014

The Big Change:  Regarded as an experimental science (group 4 – with biology, chemistry, design tech, physics and environmental sciences) Used to be in group 4 so students had to take it in addition to Math

The course aims:

 Incorporate a diverse curriculum that is engaging, accessible, inspiring and rigorous.

 Is underpinned by computational thinking:     think procedurally, logically, concurrently, abstractly, recursively and think ahead utilize an experimental and inquiry-based approach to problem-solving develop algorithms and express them clearly appreciate how theoretical and practical limitations affect the extent to which problems can be solved computationally.

.

• • •

Assessment Objectives:

Know and understand Apply and use Construct, analyse, evaluate and formulate

How is the IB ComSci Structured?

Topics: Core syllabus

• Topic 1: System fundamentals • Topic 2: Computer organization • Topic 3: Networks • Topic 4: Computational thinking, problem-solving and programming

HL extension

• Topic 5: Abstract data structures • Topic 6: Resource management • Topic 7: Control

Case study

Additional subject content introduced by the annually issued case study

Topics: Options:

Option A: Databases Option B: Modelling and simulation Option C: Web science Option D: Object-oriented programming (OOP)

Internal assessment: Solution (what the dossier used to be)

Practical application of skills through the development of a product and associated documentation

Group 4 project

How is the IB ComSci Assessed?

External assessment (4 hours 30 minutes) 80% Paper 1 (2 hours 10 minutes)

 Section A (30 minutes approximately) consists of several compulsory short answer questions. The maximum mark for this section is 25.

 Section B (100 minutes approximately) consists of five compulsory structured questions. The maximum mark for this section is 75.

(Total 100 marks 40%)

How is the IB ComSci Assessed?

Paper 2 (1 hour 20 mins)

 Paper 2 is an examination paper linked to the option studied. The paper consists of between three and seven compulsory questions. (65 marks, 20%)

How is the IB ComSci Assessed?

Paper 3 (1 hour)

 Paper 3 is an examination paper of 1 hour consisting of four compulsory questions based on a pre-seen case study.

 This years topic is “Network Security” (30 marks 20%)

How is the IB ComSci Assessed?

Internal assessment (20%)

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.



“Solution” to a client’s problem

    The development of a computational solution. Students must produce: a cover page that follows the prescribed format a product supporting documentation (word limit 2,000 words).

(34 marks) 

Group 4 project

(6 marks total 40 marks)

Grades and international reach:

What has changed?

Joins the Experimental Sciences (Group 4)

• •  Changes from Group 5 to Group 4 as an non- elective subject  can be taken instead of a science Students have to participate in the Group 4 project Schools/students have choices in focus areas

We have options

Students (or more likely schools) must select one of following four options to study, in addition to the common program • • • • Object Oriented Programming (Java) Web Science Simulation and Modelling Databases

• • • • • • •

Project

Common Assessment Criteria for both SL and HL No more mastery aspects (rigor??) Project can focus on one of the four options (offers great flexibility) Project to be submitted digitally Teachers can only mark one draft before the final copy Assessment criteria • • Planning Solution Overview (includes a record of tasks) • Development • • Functionality and extensibility of project (video of program being run) Evaluation Presented in the form of a web page with links (a template is provided)

Programming Language

• All students have to study a programming language • But it doesn’t have to be Java • Algorithmic questions will be written in pseudocode • Option – Object Oriented Programming (Java)

Case Study

• It’s radically different • Only for HL students • Of a specific topic well beyond the depth presently required • There will be a new Case Study every year (a way of keeping topics and theory current?)

New Assessment Model

• SLP1 and HLP1 similar to present papers 1 and 2 (except no Case Study questions) • SLP2 and HLP2 based on the option chosen • HLP3 Case Study

A - Databases

• • • • SL/HL Core Basic concepts Relational databases Database management • • • HL Extension Different database models Database analysis

B – Computer Modelling and Simulation

• • • • SL/HL Core Basic model Simulation Visualisation • • • • HL Extension Genetic algorithms Neural networks Natural language

C – Web Science

• • • • • SL/HL Core Web fundamentals Searching the web – search engines / web crawlers / use of meta-data Distributed approach to the web – Peer-to-peer / grid computing The evolving web – On-line interaction (social networking) / cloud computing • • • HL Extension Directed graph theory The intelligent web ontology / folksonomy

D – Object Oriented Programming

• • • •

SL/HL Core Objects Features of OOP Program development

• •

HL Extension Advanced programming development

– Recursion / reference mechanisms / ADTs / use of libraries

  

Link to CSE Alberta Ed?

Mapping of course criteria is still fairly straight forward, the modules of:  Object Oriented Programming   Computer Science 2-4 Dynamic Data Structures  Iterative Algorithms  Recursion Standards  There are a set of past papers and mark schemes that are directly transferable.

  Assessment becomes easier The project is a work in progress to mapping that to the CSE modules Stepping out of the CSE courses currently offered, IB ComSci meets Alberta Education’s “Inspiring Education” Initiatives (engaged thinker, ethical citizen, entrepreneurial spirit)

     

How is it offered at Churchill?

Students can take CS IB as a single IB course  At this stage we haven’t been impacted by students taking advanced ComSci term classes INSTEAD of IB (instead have seen an increase in these course numbers)  Numbers stabilized at 10-15 First semester effectively matches CS301/302 Students get 3 credits per term. Except in term 4.

Key periods are the Internal Assessment in April and the examinations in May.

Students spend the period after the exams taking additional project modules of their choosing SPLIT CLASSES

Computer Science Pathways at Churchill:

Advanced Introductory Intermediate

How are the courses structured:

    Theory topics Skill building tasks Mastery/mini-project work Projects and Internal Assessment Assessed:  Timed programming tests  IB Exam style question papers (Test programming and theory topics)  Mastery/Project rubrics

      

Split Classes:

Try to schedule advanced CS courses with IB (overlap of content and projects) Reality: I teach 201, 202, 301/302 and IB in one class.

D2L!!!

 All classes can follow their course content and links to activities and submissions, self-paced (to a degree)  all groups have starter activities that either introduce topics, check understanding or check progress on skill building tasks.

Resources used: powerpoints, web resources, Blue Pelican, collaborative activities and flipping in terms of using web resources.

For all groups, we deconstruct by identifying    key principles/outcomes of tasks (what did we need to have in the program for a “successful” program. Students circulate, look at each other’s programs and give feedback. Review and look at a program guide I provide – we discuss strengths and weaknesses of all the approaches seen I don’t group students other than in terms of the course that they are taking, I ask them to be where they are comfortable.

Benefits – course students feed off of experiences

     

How important is IB for us? (at SWC)

Aspirational  Students who are not part of IB can be part of the process  Be part of an international focus Benchmarking of assessment and standards Allows students to follow their passions and focus Provides exemplars that other students not part of the course can measure themselves and their work against.

 project work is open ended and can be a platform to create a portfolio piece (as in IB) Students on the IB have been incredibly helpful to the other students in the split classes.

Alumni and their testimonial to students (both IB and non-IB)  We talk about what differentiates success – do not fear trying and keep thinking of opportunities to create solutions.