The 101 Prompt Guide: IB Diploma Programme Computer Science (First Assessment 2023)

Introduction

This guide is designed to help IB Computer Science educators and students harness the power of Generative AI. The 101 prompts below are engineered to support lesson planning, concept understanding, practical application, and exam preparation, aligning directly with the latest IB curriculum (first assessment 2023). In a field as dynamic as computer science, AI can act as a tireless teaching assistant, a personalized tutor, and an endless source of practice material. It excels at generating diverse scenarios, simulating complex processes, and providing instant feedback, which are crucial for mastering a subject that blends deep theory with hands-on application.

How to Use This Guide:

Simply copy a prompt and paste it into your preferred AI tool (like Gemini, ChatGPT, etc.). Replace the bracketed text, such as [topic] or [programming language], with your specific content. The more context you provide, the better the AI’s response will be.

A Note on Academic Integrity: AI is a tool for learning, not for cheating. Use these prompts to generate ideas, explanations, and practice. Always complete your own graded assignments and cite sources appropriately.

Section 1 – Educator Prompts (50)

Stage 1: Planning & Preparation

Syllabus Breakdown: “Break down the IB Computer Science HL Topic 5: Abstract Data Structures into a 10-lesson unit plan. For each lesson, provide learning objectives, key vocabulary, a suggested hands-on activity (e.g., ‘Simulating a stack with a deck of cards’), and a list of potential student misconceptions to address proactively.”
Lesson Plan Creation: “Generate a detailed 60-minute lesson plan for an introductory class on Topic 3.1: Networks. Include a hook activity (e.g., ‘How does a message get from your phone to a server across the world?’), direct instruction points on network fundamentals, a group collaboration task with differentiated questions for varying ability levels, and a formative assessment (exit ticket) with 3 questions.”
Connecting Topics: “Create a detailed concept map showing the deep connections between Topic 2: Computer Organization, Topic 4.1: General Principles of Programming, and the HL Topic 6: Resource Management. For each link, provide a one-sentence explanation. For example, link ‘CPU scheduling’ from Resource Management to the ‘Fetch-Execute Cycle’ in Computer Organization.”
IA Timeline: “Design a detailed 6-month timeline for the IB Computer Science Internal Assessment (IA) project. Structure it in a markdown table with columns for ‘Phase’ (e.g., ‘Investigation’, ‘Design’, ‘Development’), ‘Key Tasks,’ ‘Suggested Duration,’ ‘Deliverable for Feedback,’ and ‘Relevant IB Assessment Criteria’ to keep students focused on the rubric.”
Case Study Introduction: “Act as an experienced IB teacher. Write a comprehensive introductory guide for HL students on how to deconstruct the annual Case Study. Explain its purpose, the assessment format of Paper 3, and recommend a strategy for active reading and note-taking, such as creating a glossary of technical terms and a map of stakeholders.”
Resource Curation: “Curate a list of 10 high-quality, interactive online resources (simulators, articles, video tutorials) to support the teaching of Topic 1.1: System Fundamentals. For each resource, provide a brief description, explain how it aligns with the syllabus, and suggest a specific task a student could complete using it.”
Differentiated Instruction Plan: “Create a differentiated instruction plan for a mixed-ability class learning about recursion in Topic 4.3. Provide extension activities for advanced students (e.g., ‘Implement a recursive solution to the Tower of Hanoi’), scaffolding support for struggling students (e.g., ‘Trace a simple recursive function with a visual diagram’), and a low-stakes introductory activity to gauge prior knowledge.”
Command Term Guide: “Generate a student-friendly, two-page handout explaining the key IB command terms used in Computer Science exams (e.g., ‘Explain,’ ‘Construct,’ ‘Trace,’ ‘Justify,’ ‘Compare’). For each term, provide a definition, a list of expectations, and two sample questions related to the CS curriculum (one SL, one HL).”
Real-World Scenarios: “Develop three rich, real-world scenarios that can be used to introduce the need for different sorting algorithms. For example, for insertion sort, describe a librarian shelving a small number of newly returned books into an already sorted section. For quicksort, describe a large e-commerce warehouse sorting millions of packages by postal code.”
Ethical Discussion Planner: “Outline a lesson plan for a Socratic seminar on the ethical and social issues in Topic 1.2. Provide 5 provocative, open-ended discussion questions related to AI bias, data privacy, and digital surveillance. Also, suggest a follow-up activity where students write a reflection connecting the discussion to a recent news article.”
Programming Language Choice: “Write a balanced argument comparing the suitability of Python versus Java for teaching the IB CS syllabus. Create a table that evaluates each language against criteria like ease of learning for beginners, availability of libraries for data structures, suitability for the IA, and relevance to university-level studies.”
IA Idea Generator: “Generate 5 distinct and viable IA project ideas for a student interested in [e.g., environmental science]. For each idea, suggest a specific client, a clear success criterion, the key computational thinking skills involved, and a list of potential technologies or APIs that could be used (e.g., ‘Google Maps API for tracking recycling centers’).”
Unit Introduction: “Write a compelling, narrative-style introduction to the HL Topic 7: Control, framing it around the concept of self-driving cars and industrial automation. The narrative should introduce a problem (e.g., navigating a complex intersection) and tease the control system concepts (feedback, sensors, processing) that provide the solution.”
Cross-Curricular Links: “Identify and elaborate on three significant links between IB Computer Science and IB Physics. Explain how concepts like modeling and simulation, data logging from sensors (e.g., temperature probes), and signal processing can be explored in collaborative projects between the two subjects.”
Lab Setup Guide: “Create a comprehensive checklist for setting up a classroom programming environment for [Python/Java]. The checklist should be divided into ‘Software’ (IDEs, compilers/interpreters, version control) and ‘Libraries’ (e.g., pygame for Python, Swing for Java GUI), and include a simple ‘Hello World’ style test to verify the setup is working.”

Stage 2: Delivery & Instruction

Concept Analogy: “Explain the concept of an operating system (Topic 2.1) using the detailed analogy of a restaurant’s management system. Map OS functions (process management, memory management, user interface) to restaurant roles (head chef, host, menu design, waitstaff).”
Code Example Generation: “Generate a well-commented code example in [Python/Java] that demonstrates the implementation of a stack data structure (HL Topic 5) with push, pop, and peek methods. Also, provide an accompanying non-code analogy (e.g., a stack of plates) to explain the LIFO (Last-In, First-Out) logic.”
Live Coding Challenge: “Create a simple live coding challenge for students to solve in 15 minutes. The task: ‘Write a function in pseudocode that accepts a string and returns true if it is a palindrome.’ Provide three test cases: a simple palindrome, a non-palindrome, and an edge case (e.g., an empty string or a single-character string).”
Debugging Exercise: “Here is a piece of [Python/Java] code intended to find the maximum value in an array. It contains three subtle errors: one syntax error, one logical error, and one runtime error. Present the buggy code and create a corresponding worksheet that guides students to identify, classify, and fix each error.” [Paste buggy code here]
Visual Aid Idea: “Suggest a visual or physical activity to explain how the TCP/IP protocol suite breaks down and reassembles data packets. For example, describe an activity where a long written message is broken onto several small, numbered postcards, shuffled, and then reassembled by the receiver using the numbers.”
Guest Speaker Simulation: “Act as a cybersecurity expert giving a guest lecture. Write a script for a 10-minute presentation on the importance of encryption. Explain symmetric and asymmetric encryption using the ‘lockbox’ analogy and discuss one recent, real-world example of a major cyberattack (Topic 3.2).”
Think-Pair-Share Prompt: “Create a ‘Think-Pair-Share’ prompt for the topic of data compression (Topic 1.1). The prompt should ask students to compare the potential benefits and drawbacks of lossy vs. lossless compression for a photographer, a musician, and a medical archivist storing patient records.”
Pseudocode Standards: “Generate a clear, one-page guide defining the standards for IB-style pseudocode, based on the official subject guide. Include examples for variable declaration, loops (FOR, WHILE), conditionals (IF/ELSE/CASE), and method calls. Add a section on ‘Common Mistakes to Avoid’.”
HL vs. SL Distinction: “Create a table that clearly distinguishes the SL and HL understanding required for Topic 4.3: Programming. Focus on the depth of knowledge for recursion, data structures (static vs. dynamic), and file I/O. For each point, provide a sample question that exemplifies the expected level.”
Case Study Analysis: “Based on the [current year’s] IB CS Case Study on [case study topic], generate three discussion questions that would encourage HL students to analyze the system’s technical, social, and ethical challenges. One question should require students to suggest a potential improvement to the system described.”
Role-Play Scenario: “Design a detailed role-play scenario to practice for the IA client interview. One student is the client, another is the developer. Provide the client with a vague goal (e.g., ‘I want an app to help my study group’). The developer’s task is to use questioning to elicit specific, measurable requirements that could form the basis of success criteria.”
Explaining Big O Notation: “Explain Big O notation by developing the analogy of finding a word in a book. Use it to illustrate O(1) (looking at the index), O(log n) (a sorted dictionary), O(n) (an unsorted list of words), and O(n^2) (comparing every word to every other word). Provide a simple code snippet for each.”
Hardware Demonstration: “I want to demonstrate the core components of a computer. Write a script I can use while pointing to each physical component (CPU, RAM, Motherboard, Storage, GPU). The script should explain the component’s function, how it interacts with others, and use an analogy (e.g., CPU is the brain, RAM is the short-term memory).”
Boolean Logic Puzzle: “Create a logic puzzle in the form of a short story (e.g., ‘Three friends are trying to decide on a movie…’). The solution to the puzzle must require the construction of a truth table with three inputs (A, B, C) and a combination of logic gates (e.g., (A AND B) OR (NOT C)).”
Network Simulator Task: “Design a two-part task for students using a network simulation tool like Cisco Packet Tracer. Part 1: Build a simple LAN with a server, a switch, and three clients, and test connectivity. Part 2: Configure the server to act as a DHCP server to automatically assign IP addresses to the clients.”

Stage 3: Assessment & Feedback

MCQ Quiz: “Generate a 10-question multiple-choice quiz on Topic 1.1: System Fundamentals, in the style of Paper 1 Section A. For each question, provide an answer key and a brief justification for why the correct answer is right and the distractors are wrong.”
Short-Answer Questions: “Create three short-answer questions for Paper 1 Section A on Topic 3.2: Network Security. Each question should be worth 4-6 marks and use a different command term (‘Outline,’ ‘Describe,’ ‘Explain’). Provide a model answer for one of the questions.”
Paper 1 Section B Question: “Construct a scenario-based question for Paper 1 Section B (worth 15 marks). The scenario involves a small business upgrading its computer system. The questions should cover computer organization, networks, and ethical considerations. Provide a detailed breakdown of the marks allocation.”
Paper 2 (HL) Question: “Design a question for Paper 2 (HL) that requires students to compare and contrast the use of a stack and a queue in managing processes in an operating system. The question should ask them to provide a specific example where each would be the superior choice (linking Topic 5 and Topic 6).”
Paper 3 (HL) Question: “Acting as an IB examiner, create a 5-mark question for Paper 3 based on the [current year’s] case study, asking students to ‘justify’ a specific design choice. Then, create a sample mark scheme with bullet points showing how marks would be awarded for different levels of justification.”
Code Tracing Exercise: “Create a code tracing exercise. Provide a recursive function in pseudocode that calculates a Fibonacci number. Ask students to trace its execution with the input n=4, showing the complete call stack and the state of variables at each call. Provide the correct, fully-detailed trace table as an answer key.”
IA Feedback Starters: “Generate 5 constructive feedback starters for an IA ‘Criterion C: Development’ draft and 5 for ‘Criterion A: Planning’. The comments should be specific and actionable, e.g., ‘Your code is functional, but consider adding more internal comments to explain the logic of the [specific algorithm] for better readability.'”
Mark Scheme Creation: “Create a detailed mark scheme for a student-designed program that implements the bubble sort algorithm. Award marks for correctness, algorithmic efficiency (e.g., including a flag to stop if no swaps are made), clarity of code (meaningful variable names), and user interface design.”
Student Self-Assessment: “Create a comprehensive self-assessment checklist for students to use before submitting their IA. The checklist should be based on the official IB assessment criteria (A-E) and phrased as guiding questions, e.g., ‘For Criterion E, have I provided specific evidence from my project to support my evaluation?'”
Error Analysis: “A student’s code produces [specific error message or incorrect output]. Explain three likely causes for this error in the context of [e.g., array-list manipulation in Java]. For each cause, suggest a debugging strategy and a preventative measure for future coding.”

Stage 4: Enrichment & Extension

Connecting to Current Events: “Find a recent news article about [e.g., a major data breach or a new AI development]. Write a summary and create three discussion questions that connect the article to IB CS concepts. One question should ask for an SL perspective, one for an HL perspective, and one about the ethical implications.”
Beyond the Syllabus: “Design a research project for an advanced student on quantum computing. The project should require them to explain superposition and entanglement, compare its potential with classical computing, and research two key researchers or companies currently leading the field.”
Coding Competition Problem: “Create a programming challenge suitable for a school coding club. The problem should be solvable using IB syllabus concepts (e.g., 2D arrays, string manipulation) but require clever algorithmic thinking. Provide the problem description, input/output format, and a hidden test case that checks for efficiency.”
University Prep: “What are the key differences between the IB Computer Science HL course and a typical first-year university computer science curriculum? Outline the core topics that will be expanded upon, and suggest one book or online course a student could explore to get a head start.”
Open-Source Contribution: “Suggest a simple way for a student to contribute to an open-source project. Outline the steps: finding a beginner-friendly project on GitHub, identifying a small issue (like a typo in documentation or a minor bug), forking the repository, making the change, and submitting a clear pull request.”
Building a Full-Stack App: “Outline the basic components (front-end, back-end, database) a student would need to learn about to build a simple full-stack web application. Suggest a concrete project like a personal blog, and map the components to it (e.g., ‘Front-end: HTML/CSS for post display; Back-end: Python/Flask to handle post creation; Database: SQLite to store posts’).”
AI Model Training: “Design a simplified explanation and activity to demonstrate training a machine learning model. Use the analogy of teaching a child to recognize animals. Then, suggest a simple web tool (like Google’s Teachable Machine) where students can train a basic image classification model themselves.”
Case Study Foresight: “Based on current technology trends (e.g., IoT, blockchain, generative AI), predict two plausible topics for a future IB CS Case Study. For each, write a one-paragraph justification explaining its global relevance and the rich technical and ethical questions it would raise for students.”
Mock Interview: “Act as an interviewer for a tech internship. Generate five technical questions for an IB CS HL student. For each technical question, also generate a follow-up behavioral question, e.g., ‘Technical: How would you implement a queue? Behavioral: Tell me about a time you had to solve a complex problem as part of a team.'”
Project Post-Mortem: “Create a template for a project ‘post-mortem’ that students can complete after finishing their IA. It should prompt them to reflect on ‘Successes,’ ‘Challenges,’ ‘Technical Lessons Learned,’ and ‘What I Would Do Differently.’ This encourages metacognition and growth.”

Section 2 – Student Prompts (50)

Stage 1: Understanding Concepts

Simple Explanation: “Explain the difference between a compiler and an interpreter in simple terms, using an analogy (e.g., a translator for a full book vs. a live interpreter for a speech). Then, create a markdown table summarizing the key differences.”
Compare and Contrast: “Create a detailed markdown table that compares and contrasts RAM and ROM. The criteria should include: purpose, speed, volatility, typical size, and an example of what is stored in each.”
Role of a Component: “What is the role of the CPU in a computer system? Explain the fetch-decode-execute cycle using an analogy, like a chef (CPU) following a recipe (program instructions) from a cookbook (RAM).”
Key Term Definitions: “Define the following networking terms: IP address, MAC address, protocol, and packet. For each term, provide a real-world analogy to help me remember it (e.g., IP address is like a home address, MAC address is like a fingerprint).”
Visualizing a Concept: “Describe how I could draw a diagram to represent a binary search tree (BST). Explain the rules for adding a new node, and then show the step-by-step process of adding the number 25 to an existing tree containing [50, 20, 70, 15, 30].”
Real-World Example: “Give me a real-world example of how a queue data structure is used (e.g., a print queue). Explain why a queue’s FIFO property is essential for this task and why a stack (LIFO) would be a completely inappropriate choice.”
Code to English: “Translate this piece of [Python/Java] code into a step-by-step explanation in plain English. After the explanation, describe the overall purpose of the code snippet.” [Paste code snippet here]
Why is this important? “Why is data validation essential when creating a program? Describe three different types of validation checks (e.g., range check, type check, presence check) and give a clear example for each.”
HL vs. SL Deep Dive: “What extra details about memory management (virtual memory, paging, segmentation) do HL students need to know? Explain the concept of virtual memory and why it’s useful in modern operating systems.”
Summarize a Topic: “Summarize the key ideas of IB CS Topic 3.1: Networks in five bullet points. For each bullet point, include one key vocabulary term and its definition.”
Unpacking an Acronym: “What does ‘CRUD’ stand for in the context of databases? For each of the four operations (Create, Read, Update, Delete), provide the corresponding standard SQL command.”
Clarify a Misconception: “I’m confused about the difference between an abstract data structure (like a list) and a data type (like an array). Can you clarify the distinction, perhaps using an analogy of a ‘car’ (the abstract concept) vs. a ‘specific car model’ (the concrete implementation)?”
How does it work? “Explain step-by-step how the bubble sort algorithm works on the list [5, 1, 4, 2, 8]. Show the state of the list after each full pass of the algorithm so I can see how the numbers move.”
Ethical Dilemma: “Present an ethical dilemma related to the use of autonomous vehicles in an accident. Explain it using the concepts of stakeholders (the owner, the manufacturer, other drivers) and consequences. Pose a final question about who should be held responsible.”
Concept Connection: “How does the core computer science concept of ‘abstraction’ relate to both high-level programming languages and complex computer hardware like the CPU? Provide one example for each area.”

Stage 2: Practicing & Applying

Practice Problem: “Give me a practice problem that requires me to use a 2D array in [Python/Java]. A good example would be representing a tic-tac-toe board and writing a function to check for a winner. Provide the function signature to get me started.”
Write Pseudocode: “Write the pseudocode for a function that takes an integer n as input and returns its factorial. Include comments in the pseudocode to explain the base case and the recursive step.”
Debug My Code: “I wrote this code to check if a number is prime, but it’s not working correctly for [specific input]. Can you find the bug, explain your thought process for finding it, and provide the corrected code?” [Paste your code here]
Convert to Code: “Convert the following pseudocode for a binary search algorithm into working [Python/Java] code. Add comments to the code that link back to the original pseudocode lines.” [Paste pseudocode here]
Trace a Program: “Trace the execution of this recursive function with the input n=4. Show the call stack, the value of the parameters, and the return value at each step in a clearly formatted table.” [Paste recursive function here]
Design an Algorithm: “I need to design an algorithm that finds all pairs of numbers in a list that add up to a specific target value. Outline the steps in pseudocode and then analyze the time complexity (Big O notation) of your proposed algorithm.”
IA Brainstorming: “I’m interested in [e.g., music or sports]. Help me brainstorm three potential IA ideas. For each idea, suggest a possible client, the main problem to be solved, and one complex feature that could demonstrate technical skill (e.g., a custom algorithm or use of an external API).”
Truth Table Construction: “Construct the truth table for the Boolean expression: (A XOR B) AND (B OR NOT C). Make sure the table has columns for all intermediate steps.”
Binary Conversion: “Show me the steps to convert the denary number 42 into an 8-bit binary number. Then, show me how to convert the binary number 11010101 back into denary.”
SQL Query Practice: “I have a database table named Students with columns StudentID, FirstName, LastName, and GPA. Write an SQL query to select the FirstName and LastName of all students with a GPA greater than 3.5, sorted by LastName in ascending order.”
Object-Oriented Design: “I want to model a simple school library system. Help me design the Book and Member classes in [Java/Python]. What attributes and methods should each class have? Then, represent this design as a simple UML class diagram in text format.”
Case Study Application: “Take one key concept from the [current year’s] case study (e.g., [a specific technology used]) and explain how it could be applied to solve a completely different problem in a field like healthcare or finance.”
Efficiency Comparison: “Write two functions in [Python/Java] to find an element in a list: one using linear search and one using binary search. Add comments explaining the time complexity of each. Then, write a short paragraph explaining when linear search might still be a reasonable choice.”
File I/O: “Give me a simple coding exercise in [Python/Java] that involves reading integer data from a text file (data.txt), calculating the average, and writing the result to a new file (output.txt). Specify how to handle potential errors, like the file not existing.”
Linked List Manipulation: “Give me a practice problem for an HL student that involves traversing a singly linked list and deleting a node with a specific value. Ask me to consider edge cases: the list is empty, the node to delete is the head, or the node is not found in the list.”

Stage 3: Revising & Consolidating

Summary Sheet: “Create a one-page summary sheet for IB CS Topic 2: Computer Organization. Use headings, bullet points, and bold keywords. For each key concept, like the fetch-execute cycle, suggest a simple diagram or visual metaphor.”
Flashcard Generation: “Generate a set of 15 flashcards for HL Topic 5: Abstract Data Structures. Format this as a table with columns for ‘Term,’ ‘Definition,’ and ‘Related HL Concept.’ For example, for ‘Queue,’ the related concept could be ‘CPU Scheduling Algorithms.'”
Mind Map Creation: “Generate a mind map in text format (using indentation) that covers all key concepts in Topic 3: Networks. Start with the central idea and branch out. Include a separate branch for the OSI model layers and their primary functions.”
Explain to a 10-Year-Old: “I’m revising for my exam. Can you explain the concept of ‘encryption’ as if you were explaining it to a 10-year-old? Use an analogy like a secret decoder ring.”
Quiz Me: “Quiz me on the core hardware components of a computer. Ask me 5 questions, one by one. Wait for my answer, then provide the correct answer and a one-sentence explanation of why it’s important before moving to the next question.”
Past Paper Question Analysis: “Here is a past paper question: [Paste question here]. Break it down for me: what command term is used, what topics are being tested, what are the key points I need to include, and where are the marks likely to be awarded?”
Key Differences: “Generate a quick-reference table that highlights the key differences between a static array and a dynamic array (like an ArrayList in Java). Compare them on size, memory allocation, and performance for insertion/deletion operations.”
Acronym Buster: “List all the important acronyms from the IB CS syllabus (e.g., CPU, RAM, OS, LAN, WAN, HTML, CSS, SQL, TCP/IP). Provide a brief definition for each and group them by topic.”
Common Mistakes: “What are the most common conceptual mistakes students make on Paper 1 questions related to networks? For each mistake, explain why it’s a common misconception and how I can build a mental model to avoid it.”
Connect the Dots: “How does the HL topic of ‘resource management’ (Topic 6) build upon the SL topic of ‘system fundamentals’ (Topic 1)? Draw a clear line from the basic model of a computer to the complex challenges of managing its resources efficiently.”

Stage 4: Preparing for Assessment

Study Plan: “Create a detailed 2-week study plan for my final IB Computer Science SL exams. The plan should be a daily schedule in a table format, covering all four topics and specifying a practice activity for each day (e.g., ‘Review Topic 1 flashcards,’ ‘Do 3 Paper 1 Section A questions’).”
Mock Paper 1 Question: “Generate a new, unseen Paper 1 Section B style question (worth 12 marks) based on a scenario involving a school wanting to implement a new RFID-based library checkout system. Ensure it covers hardware, networking, and data representation concepts.”
IA Criterion Check: “I’m about to submit my IA. Act as an examiner and ask me three critical questions about my project to check if I have thoroughly addressed Criterion E: Evaluation. Then, for one of the questions, provide an example of a strong vs. a weak answer.”
Predict the Question: “Based on an analysis of past papers and the syllabus, what are three likely areas to be heavily tested on the upcoming Paper 1 exam? For each area, suggest one SL and one HL-style question.”
Command Term Drill: “Give me a command term (e.g., ‘Compare’). Now give me a CS topic (e.g., ‘SSD vs HDD’). I will write an answer, and you will critique it specifically on how well I addressed the nuances of that command term, suggesting improvements.”
Pseudocode Review: “Please review my IA pseudocode. Check it against the IB’s official pseudocode guidelines for clarity, standardisation, and appropriate level of detail. Suggest specific corrections to make it exam-ready.” [Paste your pseudocode]
Time Management Strategy: “Suggest a detailed time management strategy for Paper 1 (1.5 hours). How much time should I allocate to reading, Section A, and Section B? Provide tips on what to do if I get stuck on a question.”
Case Study Keywords: “Analyze the [current year’s] case study and extract the 10 most important technical keywords. For each keyword, generate a potential 4-mark Paper 3 question that might be asked about it.”
Last-Minute Revision: “It’s the night before my SL exam. Give me a list of the top 5 most critical concepts to review. For each concept, provide the single most important fact or diagram I should remember.”
Mental Walkthrough: “Walk me through the ideal mental process from the moment I receive the exam paper. Include steps like ‘scan the whole paper,’ ‘identify questions I’m confident in,’ ‘underline keywords,’ and ‘plan my Section B answer before writing.'”

Section 3 – Bonus Universal Prompt (1)

The Futurist’s Project: “Act as a multi-disciplinary team composed of a Computer Scientist, an IB Economics student, an IB Environmental Systems and Societies (ESS) student, an IB Business Management student, and an IB Theory of Knowledge (TOK) student. You have been tasked with designing a novel technological solution to address [e.g., food waste in a local community].
– CS Perspective: Outline the system architecture. Detail the hardware (IoT weight sensors in bins, GPS trackers on trucks), software (a predictive algorithm for waste generation, a routing algorithm for collection), and data structures (a graph to represent the city map, a database of waste data).
– Economics Perspective: Analyze the micro and macroeconomic impacts. Discuss costs (R&D, deployment), benefits (efficiency, new jobs), and potential market failures. Propose a funding model (e.g., public-private partnership).
– ESS Perspective: Evaluate the solution’s environmental impact using a life-cycle analysis. Assess its social sustainability and potential effects on community behavior and equity.
– Business Management Perspective: Develop a business plan. Outline the organizational structure, marketing strategy, and operational logistics needed to implement and scale the solution.
– TOK Perspective: Pose three critical knowledge questions that challenge the project’s assumptions. For example: ‘To what extent can a quantitative model accurately represent complex human behavior like waste disposal?’ or ‘What ethical responsibilities do the creators of this system have for the data it collects?’
Present your integrated proposal as a formal report with distinct sections for each perspective.”