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Markscheme

May 2024

Interdisciplinary

On-screen examination

16 pages
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This markscheme is confidential and for the exclusive use of examiners in this examination session.

It is the property of the International Baccalaureate and must not be reproduced or distributed to any
other person without the authorization of the IB Global Centre, Cardiff.
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The following are the annotations available to use when marking responses.

Annotation Explanation Annotation Explication

Benefit of the doubt Omission

Vertical wavy line Unclear

Horizontal wavy line On page comment (text box)

Underline tool (can be expanded) Seen

Incorrect Point Words to that effect

Tick Ellipse

Highlight tool
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Best fit Approach

‘The approach used in assessment in the application of assessment criteria is a “best fit” model. The examiner or teacher applying an assessment criterion must choose
the achievement level that overall best matches the piece of work being marked. It is not necessary for every detailed aspect of an achievement level to be satisfied for that
level to be awarded but it must reflect the balance of student achievement against the markband. For example, if student work matches two of the three requirements
within a markband but one is seriously lacking, the student should be awarded for the strands that have been met well, but the mark awarded should be at the lower end of
the markband to compensate for what is lacking in one strand. If the level of student work spans multiple markbands, compensation depends on the performance in the
higher order skills. It is worth noting that the highest level of any given criterion does not represent perfection’

Note: Before marking, please familiarize yourself with the pre-release material, all sources, the questions and the markscheme.
*These are the command terms used throughout the markscheme.
Please note that spelling errors should not impact the marks awarded in any part of the examination.

Command term Definition

State* Give a specific name, value or other brief answer without explanation or calculation.

Outline* Give a brief account or summary.

Describe* Give a detailed account or picture of a situation, event, pattern or process.

Explain* Give a detailed account including reasons or causes.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be
presented clearly and supported by appropriate evidence.

Create To evolve from one’s own thought or imagination, as a work or an invention.

Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.
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Question 1
Reference 6
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Reference 8
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Discuss how mathematics and language and literature contribute to the monetization of disinformation. In your answer you must:
• explain how mathematics contributes to the monetization of disinformation
• explain how language and literature contribute to the monetization of disinformation
• explain how the synthesis of both subjects impacts the monetization of disinformation
• use the concepts from both mathematics and language and literature to support your answer. (12 marks)

Note: Responses that do not directly answer the question i.e. are not about monetization of disinformation, receive no credit
Note: The related concepts must be discussed in the context of monetization of disinformation. If the context is anything else, responses score 0 for that strand, and it is
not to be considered an attempt.

Marks Descriptor
The student does not achieve a standard described by any of the descriptors given below.
0
The student:
• states how mathematics contributes to the monetization of disinformation
1-3 • states how language and literature contribute to the monetization of disinformation
• states how the synthesis of both subjects impacts the monetization of disinformation.

The student
• outlines how mathematics contributes to the monetization of disinformation
4-6 • outlines how language and literature contribute to the monetization of disinformation
• outlines how the synthesis of both subjects impacts the monetization of disinformation
• attempts appropriate related concepts for maths or LAL.
The student:
• describes how mathematics contributes to the monetization of disinformation
7-9 • describes how language and literature contribute to the monetization of disinformation
• describes how the synthesis of both subjects impacts the monetization of disinformation
• uses appropriate related concepts for maths and LAL.
The student:
• explains how mathematics contributes to the monetization of disinformation
10-12 • explains how language and literature contribute to the monetization of disinformation
• explains how the synthesis of both subjects impacts the monetization of disinformation
• uses appropriate related concepts for maths and LAL explicitly connecting to the monetization of disinformation.
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Question 2

Reference 1
Video script:

Over time the number of advertisements we are exposed to on a daily basis has increased from
approximately 500 in the 1970s to an alarming 5000 today.

We can be easily persuaded by this constant bombardment of messaging and not even realize it.

This form of advertising uses a variety of propaganda techniques that are designed to manipulate people’s
actions and appeal to their emotions and beliefs.

Testimonials seek to entice people by involving celebrities or respected individuals to endorse a product or
an idea. The technique seeks to promote the product or idea through trust and belief in the celebrity or
respected individual.

Beware: People are paid to promote these products and ideas.

“Jumping on the bandwagon” describes people choosing to go along with the rest of the crowd. Bandwagon
propaganda creates the impression that there is widespread support for a thing or idea. These messages
create a sense of peer pressure to join in.

Bandwagons seek to entice people by encouraging them to join the crowd. Beware: Bandwagon claims are
often not supported by evidence.

Name-calling seeks to undermine the reputation of people, ideas or institutions. Name-calling will be
negative and unflattering toward a competing product or idea and can use words and/or images.

Glittering generalities uses slogans to appeal to peoples’ imagination, senses and emotions. This technique
often has memorable sayings or visual stimulus.

Beware: This technique does not provide detail or facts.

Card stacking presents positive and negative facts and figures, usually for competing products or ideas.

Positive facts and figures will be promoted for a product or idea. This may then be contrasted by negative
facts and figures for the competitor.

Beware: Some facts and figures may be deliberately left out.

Plain folks uses slogans and promotion techniques that attempt to mirror the target market. For example, the
advertiser will use “ordinary”-looking people to attempt to gain trust from the general population.

Transfer is a technique that links emotions and feelings associated with established images or products with
a new product or idea. It attempts to build familiarity and can be used to persuade a person to like or dislike
a product or idea.

Beware: There may not actually be connections between the two products or ideas.
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Reference 4
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Reference 5
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Reference 5
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There is no such thing as freedom of thought: opinions are paid for by the rich

Using the statement for inspiration, create an article expressing your point of view on the spread of news on social media. In your answer you must:
• synthesize mathematics and language and literature to explain how news spreads on social media
• explain your point of view about the spread of news on social media using both mathematics and language and literature
• use relevant information from the pre-release material to support your answer. (12 marks)

Note: The point of view needs to be explicit.

Note: The structure of the article is not relevant to awarding credit

Marks Descriptor

0 The student does not achieve a standard described by any of the descriptors given below.
The student:
• uses mathematics state how news spreads on social media
1-3 • uses language and literature to state how news spreads on social media
• states their point of view about the spread of news on social media using mathematics or language and literature

The student
• outlines how news spreads on social media using mathematics and language and literature
4-6
• outlines their point of view about the spread of news on social media using both mathematics and language and literature
• attempts to use appropriate information from the pre-release material

The student:
• describes how news spreads on social media using mathematics and language and literature
7-9
• describes their point of view about the spread of news on social media using both mathematics and language and literature
• uses appropriate information from the pre-release material.

The student:
• explains how news spreads on social media using mathematics and language and literature
10-12
• explains their point of view about the spread of news on social media using both mathematics and language and literature
• uses extensive information from the pre-release material.
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Reference 3

Video script:
Whenever we check out our favourite bands online, message our friends on social media, or post a selfie, we leave an online trail. This is called
our digital footprint.

In fact, nowadays our digital footprint can begin before we even know what a computer is. Every time you give an online platform information,
they increase their virtual picture of you.

This means companies and other people, whether we like it or not, know a lot about us.

Have you ever wondered when you’re online and the adverts seem to know what you like?

That’s your digital footprint catching up with you. Posts, messages, pictures, everything by you or about you, adds to your digital footprint.

Some of these things can be kept by the companies you give them to. But hang on: you can always delete it… right?

Uh, no, not always. People can always screen grab things, and deleted things can still be hanging around somewhere online, and the negatives
might come back to bite you.

In the future, like when you meet new people or look for jobs, it’s pretty much guaranteed that someone will look you up online, and you’ve got to
think: what will they see?

If you live part of your life online, then your digital footprint becomes part of not only your present but also your future.

You’ve got to own your footprint because it’s with you for life.
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Question 3

Throughout this examination you have developed new interdisciplinary understanding that could influence your interaction with the online world.
Demonstrate this new understanding in an informative speech for younger students on how they can act responsibly online.

In your speech you must:

• discuss what you have learned as a result of this examination about interacting with the online world
• suggest actions for younger students to act responsibly online based on this new understanding
• explain potential positive and negative consequences of these actions
• use relevant information from the pre-release material to support your answer. (12 marks)

Marks Descriptor
The student does not achieve a standard described by any of the descriptors given below.
0
The student:
• states what they have learned as a result of this examination about interacting with the online world
1-3 • states actions for younger students to act responsibly online, attempting to link to their new understanding
• states potential positive or negative consequences of these actions
•
The student
• outlines what they have learned as a result of this examination about interacting with the online world
4-6 • outlines actions for younger students to act responsibly online partially linked to their new understanding
• outlines potential positive or negative consequences of these actions
• attempts to use relevant information from the pre-release material to support their answer.
The student:
• describes what they have learned as a result of this examination about interacting with the online world
7-9 • describes actions for younger students to act responsibly online directly link to their new understanding
• describes potential positive and negative consequences of these actions
• uses relevant information from the pre-release material to support their answer.
The student:
• explains what they have learned as a result of this examination about interacting with the online world
10-12 • explains actions for younger students to act responsibly online directly linked to their new understanding
• explains potential positive and negative consequences of these actions
• uses extensive information from the pre-release material to support their answer.