| S NO |
Assessment statement |
Grade |
Teacher’s notes |
| 1 |
Define the term computer modelling. |
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| 2 |
Identify a system that can be modelled. |
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Simple examples would involve financial planning, population growth, climate change, building design, engineering design, etc. Other situations could be modelling a game such as checkers or Mancala. |
| 3 |
Identify the variables required to model a given system. |
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In an examination students will not be expected to identify more than four variables in a given system. AIM 4 Applying thinking skills to identify variables and resolve a specified problem. |
| 4 |
Describe the limitations of computer (mathematical) models. |
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In many situations it is not possible to know all of the variables involved. AIM 9 An appreciation of the limitations of computer (mathematical) models. MYP Mathematics: forms of numbers, algebra—patterns and sequences, logic, algorithms. |
| 5 |
Outline sensible grouping for collections of data items, including sample data. |
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For example, if age, height and weight are recorded for each person, group these as individual cells in a row in a table, or as items in parallel lists. MYP Mathematics: forms of numbers, algebra—patterns and sequences, logic, algorithms. |
| 6 |
Design test-cases to evaluate a model. |
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MYP Design cycle. |
| 7 |
Discuss the effectiveness of a test-case in a specified situation. |
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| 8 |
Discuss the correctness of a model by comparing generated results with data that were observed in the original problem. |
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AIM 6 Develop logical and critical thinking to discuss the correctness of a model. |
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