International Baccalaureate

Diploma Programme Subject Brief

Sciences:
Computer science – Standard level
First assessments 2014 – Last assessments 2020

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims

The IB DP Computer science SL course requires an understanding of the • demonstrate initiative in applying thinking skills critically to identi-
fundamental concepts of computational thinking as well as knowledge fy and resolve complex problems
of how computers and other digital devices operate. The course, under- • engender an awareness of the need for, and the value of, effective
pinned by conceptual thinking, draws on a wide spectrum of knowledge, collaboration and communication in resolving complex problems
and enables and empowers innovation, exploration and the acquisition • develop logical and critical thinking as well as experimental, inves-
of further knowledge. Students study how computer science interacts tigative and problem-solving skills
with and influences cultures, society and how individuals and societies • develop and apply the students’ information and communication
behave, and the ethical issues involved. During the course the student technology skills in the study of computer science to communi-
will develop computational solutions. This will involve the ability to: cate information confidently and effectively
• raise awareness of the moral, ethical, social, economic and environ-
• identify a problem or unanswered question mental implications of using science and technology
• design, prototype and test a proposed solution • develop an appreciation of the possibilities and limitations asso-
• liaise with clients to evaluate the success of the proposed solution ciated with continued developments in IT systems and computer
and make recommendations for future developments. science
• encourage an understanding of the relationships between scientif-
The aims of the computer science standard level courses are to: ic disciplines and the overarching nature of the scientific method.

• provide opportunities for study and creativity within a global con-

text that will stimulate and challenge students developing the
skills necessary for independent and lifelong learning
• provide a body of knowledge, methods and techniques that char-
acterize computer science
• enable students to apply and use a body of knowledge, methods
and techniques that characterize computer science

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
II. Curriculum model overview Assessment at a glance
Component Recommended Type of Format of Time Weighting
teaching hours assessment assessment (hours) of final
Core syllabus content grade (%)
SL/HL core 80 External 70
The topics that must be studied, including some
practical work, are: Paper 1 • Section A consists of 1.5 45
• Topic 1: System fundamentals several compulsory
• Topic 2: Computer organization short answer
• Topic 3: Networks questions
• Topic 4: Computational thinking, • Section B consists
problem-solving and programming of three compulsory
structured questions.
Option
SL/HL core 30 Paper 2 An examination paper of 1 25
between two and five com-
Internal assessment pulsory questions; linked to
Solution 30 the option studied.
• Practical application of skills through the
Internal 30
development of a product and associated
documentation Solution The development of a 30
computational solution.
Group 4 project 10
Students must produce:
• a cover page that
follows the prescribed
III. Assessment model format
• a product
Having followed the computer science standard level course, students
supporting documentation
will be expected to:
(word limit 2,000 words).
There must be evidence of
Know and understand:
independent research and
• relevant facts and concepts
investigation for students to
• appropriate methods and techniques
reach the top level.
• computer science terminology
• methods of presenting information. Group 4 To be assessed using the 10
Apply and use: project criterion Personal skills.
• relevant facts and concepts
• relevant design methods and techniques
• terminology to communicate effectively
IV. Sample questions
• appropriate communication methods to present information.
• The colour of a pixel can be stored as a 16-bit integer.
Construct, analyse, evaluate and formulate:
(a) State how many different colours can be represented in a 16-bit
• success criteria, solution specifications including task outlines, de-
integerfield.
signs and test plans
(b) State whether this storage system for colour values is digital
• appropriate techniques within a specified solution.
or analog.
Demonstrate the personal skills of cooperation and perseverance as well
(c) Outline one advantage and one disadvantage of using 32-bits
as appropriate technical skills for effective problem-solving in develop-
per-pixel to store colours instead of 16-bits per-pixel.
ing a specified product.
• State the output of the following code fragment:
double n= 1234.5678;
double p = math.floor((n*100)/100); output (p);
Recall that math.floor(3.7) produces the integer result 3.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: http://store.ibo.org

To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or
email: [email protected]