IB Learner Profile

and research and show independence in learning. They actively enjoy learning and this
love of learning will be sustained throughout their lives.
doing, they acquire in-depth knowledge and develop understanding across a broad and
balanced range of disciplines.
approach complex problems, and make reasoned, ethical decisions
than one language and in a variety of modes of communication. They work effectively
and willingly in collaboration with others
for the dignity of the individual, groups and communities. They take responsibility for
their own actions and the consequences that accompany them.
to the perspectives, values and traditions of other individuals and communities. They are
accustomed to seeking and evaluating a range of points of view, and are willing to grow
from the experience.
They have a personal commitment to service, and act to make a positive difference to the
lives of others and to the environment.
have the independence of spirit to explore new roles, ideas and strategies. They are brave
and articulate in defending their beliefs.
achieve personal well-being for themselves and others
to assess and understand their strengths and limitations in order to support their learning
and personal development

During the course in computer science a number of issues will arise that highlight the relationships between
theory of knowledge and computer science. Some of the questions that could be considered during the
course are identified in the following list.
• What is the difference between data, information, knowledge and wisdom? To what extent can
computers store and impart data, information, knowledge and wisdom?
• Computational thinking includes: procedure, logic, pre-planning (thinking ahead), concurrency,
abstraction and recursion. To what extent are these ways of thinking distinct? To what extent can
knowledge in different areas (mathematics, ethics, and so on) be analysed in these ways?
• It has been said that human memory is more like an improvised performance than a movie on a DVD.
What does this mean? How does human memory differ from computer memory?
• How does a computer language differ from a natural language?
Nature of the subject
Computer science guide 7
• What are the differences between representing numbers in denary and in binary? In binary, 1 + 1 = 10.
Does this tell us anything about the nature of mathematical truth?
• What are the challenges of creating a computer model of some aspect of the world?
• A chess machine can beat the top human chess players. Does a machine therefore “know” how to play
chess?
• To what extent does computational thinking challenge conventional concepts of reasoning?
• How do we know if other humans feel emotions? Can a machine ever feel an emotion? How would we
know?
• Was Akio Morita correct when he claimed that “You can be totally rational with a machine. But if you
work with people, sometimes logic has to take a back seat to understanding”?
• Does information and communication technology, like deduction, simply allow the knower to
arrange existing knowledge in a different way, without adding anything, or is this arrangement itself
knowledge in some sense?
• What did Sydney Harris mean when he said that “The real danger is not that computers will begin to
think like men, but that men will begin to think like computers”? Was he right, or was this statement
based on a misunderstanding of either men or computers?
• What do we mean by “holistic” and “reductionist” approaches to knowledge? What are the strengths
and weaknesses of each approach?
• To what extent is it possible to capture the richness of concepts such as “intelligence” or “judgment”
via a reductionist approach?
• If we attach a camera or microphone to a computer, it can receive data from the world. Does this
mean that a computer can “perceive the world”? To what extent might human perception be a similar
process?

The objective level associated with each command term (see objective column) indicates the depth of
treatment for a given assessment statement.


classify, define, draw, label, list, state


annotate, apply, calculate, describe, design, distinguish, estimate, identify,
outline, present, trace


analyse, comment, compare, compare and contrast, construct, contrast,
deduce, demonstrate, derive, determine, discuss, evaluate, examine, explain, formulate, interpret,
investigate, justify, predict, sketch, suggest, to what extent


Additionally, students are expected to demonstrate the personal skills of cooperation and perseverance as well as appropriate technical skills for effective problem-solving in developing a specified product.

Teacher’s notes, which are included alongside some assessment statements, provide further guidance to
teachers. In these, links to other topics are shown (LINK), and they may also suggest ideas for the promotion
of specific subject aims (AIM), theory of knowledge (TOK), Middle Years Programme (MYP), social/ethical
issues (S/E) and the international dimension (INT).