IBDP+Computer+Science

The IB Computer Science syllabus defines the subject as //the solv////ing of problems using computers//, which pretty much sums it all up. To be able to do this effectively, you'll need to develop your //own// logical problem-solving skills. Complex things are nearly always made up of lots of simple things joined together. This is as true for problems in Computer Science as for anything else, so the fundamental skills you will be refining are your abilities to //analyze// a problem and //decompose// it - break it down into small, simple steps. You will learn how to convert these steps into suitable //algorithms// and code them in a //high-level programming language// (such as JAVA) to create a working, practical solution to the original problem.

You will also be looking at computer systems themselves, including: computer architecture; how software and hardware interact; the representation of data in binary form; local and wide area networks; peripheral devices; and the use of computers in society.

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Assessment
//Ma//in Article: //IBDP Assessment// The course is assessed by two examination papers, which together count for 65% of the total, plus a Program Dossier (PD) worth the remaining 35%. Examination Papers (65%)Paper 1 (32.5%) (70 marks) Paper 2 (32.5%) (70 marks)
 * This paper lasts for 1 hour 30 minutes and has two compulsory sections. It is designed to test your overall knowledge of the subject.
 * **Section A** (about 40 minutes) consists of several compulsory short answer questions. The maximum mark is 30.
 * **Section B** (about 50 mins. Approx.) has **four** compulsory, structured questions. You answer any **four** of these. The maximum mark for each question is 10.
 *  This paper lasts for 1 hour 30 mins. and has **five** compulsory questions.
 * One question (usually question 1) has several parts and also asks you to construct an algorithm based on the given scenario. You should spend about 3/4 of an hour on this.
 *  Question 2 is based on the **case study**.
 * The remaining three questions are structured in a similar way to Section B of Paper 1, although they look at topics at a greater depth.

[[image:book.gif width="83" height="64"]]**Format of the syllabus **
Each part of the syllabus provides the following information. __<span style="font-family: Arial,Helvetica,sans-serif; font-size: 18px;">Assessment statements __ The assessment statements form an examination syllabus, **not** a teaching syllabus, and are intended to prescribe to examiners what can be assessed by means of the written examinations. Each statement is classified according to the computer science assessment objectives **1, 2, 3** or **4** using appropriate action verbs. The objectives are relevant for balance within the syllabus and the examinations. The **action verbs** are important because they give guidance to students and teachers about the depth and breadth required. It is important that students are aware of the meaning of these action verbs so that they know precisely the intent of examination questions and what will be expected of them in their answers. (See the section on objectives and action verbs.) __**<span style="font-family: 'Arial Narrow',sans-serif; font-size: 18px;">Teaching notes **__ Teaching notes accompany some assessment statements. These notes: //Ma//in Article: //IBDP Case Study// Each year, the IB constructs and Case Study, this is sent to the school in the form of booklets. The case study presents a "real life" scenario where computers are used to solve a particular problem. The case study will form a basis for some of the work that we will be doing on the course. Although the Case Study //directly// relates to Paper 2, it is also a very useful context to show how some of the topics studied on the course relate to a real, practical, up-to-date situation. Much of the work on the effects of computers on society will be studied through the case study. Previous topics have included the use of computers in banking, hospitals and weather prediction.
 * ** Topics: ** These are numbered 1–3 (for CC) and 4–7 (for AHL).
 * ** Subtopics: ** These are numbered 1.1, 1.2 and so on. Each has an estimated teaching time.
 * ** Assessment statements: ** These are numbered 1.1.1, 1.1.2 and so on.
 * ** Teaching notes: ** These appear in a separate column.
 * ** Assessment objectives (Obj): ** These are indicated by 1, 2, 3 or 4. (See the objectives.)
 * are intended to clarify the intent of the assessment statements
 * provide limitations to the depth and breadth of the subtopic
 * might stipulate what is wanted and what is not required
 * are designed to ensure that there is no information overload. The Case Study

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The Program Dossier
//Ma//in Article: //Program Dossier//

The Program Dossier is an individual piece of **well-documented** work, which you will complete during the course. It involves identifying and analyzing of a problem, decomposing it in order to design a logical solution. You will then construct the solution using a high level modular programming language, testing and evaluating it as appropriate.

=<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14pt;">Programming in Java =

Understanding object-oriented programming is essential for any Java programmer. S

<span style="display: inline !important; font-family: inherit; text-decoration: inherit;"> tart by learning the key concepts of object-oriented programming before you start designing and building objects with Java.

To put it simply, object-oriented programming focuses on data before anything else. How data is modeled and manipulated through the use of objects is fundamental to any object-oriented program.

Java Techniques
<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Ma//in Article: //Java Basics// If you look around you, you will see objects everywhere. Perhaps right now you are drinking coffee. The coffee mug is an object, the coffee inside the mug is an object, even the coaster it's sitting on is one too. Object-oriented programming realizes that if we're building an application it's likely that we will be trying to represent the real world. This can be done by using objects. If you have learned all the listed Java Basics, then try moving onto Advanced Java.

Example Programs
<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Ma//in Article: //Sample Java Programs// In this section I have some example java programs that might help you understand the power of Java and also for you to get started with the OOP programming concepts. I will be adding in more programs as and when I write them, compile and test them.

Take a look and I am sure you will enjoy working with Java. Please do contribute programs that you feel someone somewhere can benefit.

=Useful Links=


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