| S NO |
Assessment statement |
Grade |
Teacher’s notes |
| 1 |
Identify examples of abstraction. |
|
Selecting the pieces of information that are relevant to solving the problem. LINK Thinking ahead. |
| 2 |
Explain why abstraction is required in the derivation of computational solutions for a specified situation. |
|
Students should be aware of the concept of objects, for example, the use of collections as objects in the design of algorithms. LINK • Databases: tables, queries • Modelling and simulation: an abstraction of reality • OOP: classes, sub-classes • Web science: distributed applications |
| 3 |
Construct an abstraction from a specified situation. |
|
There is no need to use code. Levels of abstraction through successive decomposition. A school can be decomposed into faculties. A faculty can be decomposed into departments. LINK Thinking ahead, thinking procedurally. Connecting computational thinking and program design, introduction to programming. |
| 4 |
Distinguish between a real-world entity and its abstraction. |
|
TOK The map as an abstraction of the territory. |
Print