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IB DP Year 12/ 13_ Test 3_ Paper 1_Topic 3_Networks_ Questions and Answers for SL/HL

Term 3_Y12_IBDP_End of Year Exam_Questions with Answers__2024

IGCSE Revision Network hardware and Programming concepts ((e) Understand and use the concept of string handling) and Algorithm design and problem-solving (validation and verification check)

Content overview Candidates study the following topics: Computer systems 1 Data representation 2 Data transmission 3 Hardware 4 Software 5 The internet and its uses 6 Automated and emerging technologies Algorithms, programming and logic 7 Algorithm design and problem-solving 8 Programming 9 Databases 10 Boolean logic

Chapter 9- Databases Candidates should be able to: 1 Define a single-table database from given data storage requirements 2 Suggest suitable basic data types 3 Understand the purpose of a primary key and identify a suitable primary key for a given database table 4 Read, understand and complete structured query language (SQL) scripts to query data stored in a single database table Notes and guidance • Including: – fields – records – validation • Including: – text/alphanumeric – character – Boolean – integer – real – date/time • Limited to: – SELECT – FROM – WHERE – ORDER BY – SUM – COUNT • Identifying the output given by an SQL statement that will query the given contents of a database table

IGCSE Revision_the three basic constructs of sequence_selection and iteration

Pseudocode Guide for Teachers Cambridge International AS & A Level Computer Science 9618 The following information sets out how pseudocode will appear within the examined components and is provided to allow you to give learners familiarity before the exam.

Introduction : Introduction to Landscape Modeling Welcome to our project on landscape modeling! Today, we will explore how to create a realistic landscape model using both digital tools like Tinkercad and physical materials. Our goal is to recreate a mountain scene with a bridge and river, similar to the image shown. We’ll start by sketching our ideas, then move on to digital modeling in Tinkercad, and finally, build a physical model. This process will help us understand the principles of landscape design and the practical aspects of constructing a model. Marking Rubric for Project 4 : Landscape

• Understand the use of absolute cell referencing. • Understand the use of simple functions (sum,max,min and average) in a spreadsheet. • Understand the use of If statements including the logical, true and false statements. • Understand how calculations can be used as True statements • Understand the use of nested if statements including more than one true statement. • Understand the use of count and sum if functions. • Understand the need the need to present data in a graph format. • Understanding the need to present information in different forms (graphs) Thanks to our dear colleagues Mr. Yasar Ahmed for his tremendous work for developping reources in ICT and please click the link below where you can find a lot of resources for your ICT subjects from year 7 - 12.

You need to create a PowerPoint about online E-Safety and describe the online danger that can damage your devices and your health There are others who use the internet for illegal and unsavoury purposes. There are several dangers that we might come across when online: Make you sure to open the E-Safety-1 PowerPoint presentation first before you attempt E-Safety-2 PowerPoint Presentation Attached an example for you to follow on e safety 1 and 2 and how to prevent from malware/phishing and cyber bullying

1- Define hardware as consisting of physical components of a computer system 2- Identify internal hardware devices (e.g. motherboards, random access memory (RAM), read-only memory (ROM), video cards, sound cards and internal hard disk drives) 3- Identify external hardware devices and peripherals (such as monitors, keyboards, mice, printers as input and output device 4- Define software as programs for controlling the operation of a computer or processing of electronic data 5- Identify the two types of software applications software and systems software 6- Define applications software (e.g. word processing, spread sheet, database management systems, control software, measuring software , photo-editing software, video-editing software, graphics manipulation software) 7- Define system software (e.g. compilers, linkers, device A big thanks for Mr Ahmed for his tremendous effort on the IGCSE ICT

Introduction to the AI Curriculum from Year 7 to Year 13 Artificial Intelligence (AI) is revolutionizing industries, economies, and societies at an unprecedented pace. Understanding AI’s principles and applications is becoming essential for the next generation of innovators, leaders, and informed citizens. Our AI curriculum, spanning from Year 7 to Year 13, is meticulously designed to equip students with foundational knowledge, practical skills, and ethical awareness in AI. By integrating AI education into school curricula, we aim to foster critical thinking, creativity, and problem-solving abilities among students. Why Choose Our AI Curriculum? 1. Future-Ready Education: Prepare your students for a future dominated by AI. This curriculum ensures they are not just passive consumers of technology but active innovators and ethical decision-makers. 2. Comprehensive Learning Journey: Our curriculum is structured to provide a progressive learning experience, starting with basic concepts in Year 7 and advancing to specialized AI topics and applications by Year 13. Each year builds on the previous one, ensuring a deep and thorough understanding of AI. 3. Practical, Hands-On Experience: Students engage in practical projects and collaborative learning from the outset. They will not only learn theoretical concepts but also apply their knowledge in meaningful, real-world contexts. 4. Ethical AI Development: We emphasize the importance of ethics in AI development throughout the curriculum. Students will explore the ethical implications of AI technologies and learn to develop AI responsibly. 5. Expert-Led Instruction: Our curriculum is developed by leading AI educators and industry experts, ensuring that the content is cutting-edge and relevant. Teachers will receive comprehensive training and support to deliver this curriculum effectively.

Tracing Table Question and Answer Questions 14 with full details Section B – Year May 2019

Welcome to Project 2, our exciting STEAM (Science, Technology, Engineering, Arts, and Mathematics) journey into Car Construction. In this project, we will explore the fascinating world of automotive design and engineering. Objectives: Main objectives for this project are: To learn the fundamental principles of car design and construction. To develop creativity and problem-solving skills by building a Bugatti-inspired car model. To understand the potential of incorporating Sensors , Arduino and other components to enhance your car’s functionality and performance. Making It Smart: One exciting aspect of this project is the opportunity to make our cars smarter by incorporating sensors and additional components. As we progress, we may explore how these technological elements can take our car construction to the next level. Let’s get started on this thrilling journey of innovation and hands-on learning

STEAM Project for Year 7/8 and 09 Sustainability City Development Project

Project Overview: KS3 STEAM Project - Water Rocketry 2024 This comprehensive STEAM project engages Year 8 students in the exciting world of water rocketry. Students will design, build, and test a water rocket with the goal of achieving the highest possible altitude. The project integrates principles from mathematics, physics, and chemistry, providing a hands-on, interdisciplinary learning experience. Key Activities: Research: Investigate a space launch complex and create a detailed report and model. Experimentation: Conduct experiments to understand the variables affecting rocket performance. Design and Build: Apply research and experimental data to construct and test a high-performing water rocket. Presentation: Present findings, processes, and final designs to peers, teachers, and parents. Learning Outcomes: Develop critical thinking and problem-solving skills. Apply scientific principles to real-world scenarios. Enhance teamwork and communication abilities. This project not only fosters a deep understanding of STEAM subjects but also inspires creativity and innovation among students. Perfect for engaging young minds and making learning fun!

**Designing Strong Bridges with Popsicle Sticks ** with marking scheme Introduce the problem statement. In this project, your challenge is to design and build a bridge using only popsicle sticks and glue. Your goal is to create a bridge that showcases strong structural concepts and makes the most of how much weight it can carry compared to its own weight. The focus is on making a bridge that works really well and can support a lot of weight while using only a few materials. Let’s explore the world of building strong bridges and see how well you can balance making it strong and creative in your design.

**IB DP Diploma Programme updates 2024-2027 ** Welcome to the Diploma Programme updates, the new name for Coordinator’s notes. The name change has been introduced as a result of feedback from stakeholders and to reflect the fact that this regular publication contains important information for the whole IB community. This more compact publication features content that is brand new or especially relevant for the forthcoming assessment session. The decision to remove older content was made as a result of discussions with stakeholders. All previous editions of the Diploma Programme (DP) Coordinator’s notes and Programme updates are available on the Programme Resource Centre at DP resources > Implementation > Information for coordinators > Diploma Programme updates. Please send any feedback on the new look to support@ibo.org. In addition to contacting schools directly, the International Baccalaureate (IB) will post updates regarding upcoming assessment sessions or curriculum amendments on the IB website, ibo.org. Schools and educators are reminded that official IB information is published through the Programme Resource Centre. Resources shared through social media and other channels are unofficial. For general IB news and information—for example, research news and professional development (PD) opportunities—please refer to the monthly newsletter IB Global News. Coordinators will automatically receive newsletters via email using the email address they have entered into the IB information system (IBIS)

IB DP Academic integrity policy Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic and honest scholarly work. Academic integrity goes beyond a definition and a well-structured school policy; it should also be part of an “ethical culture” of any educational institution, be that a primary school or a university. It is an obligation that must be embraced and fostered by the entire school community, so students continue their future life, whether in higher education or in the workplace, in strict adherence to this principle. Fostering an academic integrity culture, and a personal positive attitude towards it, requires the design of a school strategy that combines policies and good academic practice, while understanding the fundamental dimension it has in the authentic construction of meaning and learning in all IB programmes. The guiding principle of academic integrity can be seen as built up from a number of simpler concepts in education, that can start early during the Primary Years Programme (PYP), be reinforced during the Middle Years Programme (MYP) and cemented later through the Diploma Programme (DP) and Career-related Programme (CP). Expectations should be clearly communicated and modelled at an age-appropriate level so that all IB students understand: • their responsibility for producing authentic and genuine individual and group work • how to correctly attribute sources, acknowledging the work and ideas of others • the responsible use of information technology and social media • how to observe and adhere to ethical and honest practice during examinations. Educators supporting IB students in their learning should understand their own central role in developing the approaches to learning and reinforce the principle of academic integrity through all teaching, learning and assessment practices