| S NO |
Assessment statement |
Grade |
Teacher’s notes |
| 1 |
Define the term simulation. |
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| 2 |
Explain the difference between a model and a simulation. |
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| 3 |
Describe rules that process data appropriately and that produce results. |
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Rules may be presented as mathematical formulae, pseudocode algorithms, tables of input and output values (conversions), or in any other clear, understandable and specific format (eg a detailed English description). MYP Mathematics: forms of numbers, algebra—patterns and sequences, logic, algorithms. |
| 4 |
Discuss rules and data representations and organization. |
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Students are expected to make critical comments, for example whether data has been sensibly organized and whether rules have been described correctly. MYP Mathematics: forms of numbers, algebra—patterns and sequences, logic, algorithms. |
| 5 |
Construct simple models that use different forms of data representation and organization. |
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Students are expected to be familiar with spreadsheets in the SL/HL paper 2. Students are expected to have experience of other modelling software. MYP Mathematics: forms of numbers, algebra—patterns and sequences, logic, algorithms. |
| 6 |
Design test-cases to evaluate a simulation program. |
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MYP Design cycle. LINK Connecting computational thinking and program. |
| 7 |
Outline the software and hardware required for a simulation. |
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MYP Technology. |
| 8 |
Describe changes in rules, formulae and algorithms that would improve the correspondence between results and observed data. |
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MYP Mathematics: forms of numbers, algebra—patterns and sequences, logic, algorithms. MYP Design cycle. LINK Connecting computational thinking and program. |
| 9 |
Construct examples of simulations that involve changes in rules, formulae and algorithms. |
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LINK Connecting computational thinking and program. |
| 10 |
Describe changes in data collection that could improve the model or simulation. |
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These changes could include ideas such as collecting different more data, or organizing and representing data differently. MYP Design cycle. |
| 11 |
Discuss the reliability of a simulation by comparing generated results with data that were observed in the original problem. |
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MYP Design cycle. |
| 12 |
Outline the advantages and disadvantages of simulation in a given situation rather than simply observing a real-life situation. |
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| 13 |
Discuss advantages and disadvantages of using a simulation for making predictions. |
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Discuss the social consequences and ethical issues of the use of simulations. AIM 8 An awareness of the social impacts and ethical considerations of using computer systems. AIM 9 An appreciation of the increased accuracy of simulations as computer systems develop. |
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