Course Overview

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Course Overview ...

Public and Catholic District School Board Writing Partnerships

    Course Profile Computer and Information Science

Grade 11

    University/College Preparation


    ? for teachers by teachers

    This sample course of study was prepared for teachers to use in meeting local classroom

    needs, as appropriate. This is not a mandated approach to the teaching of the course.

    It may be used in its entirety, in part, or adapted.

Spring 2001

    Course Profiles are professional development materials designed to help teachers implement the new Grade 11 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

    Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

? Queen‟s Printer for Ontario, 2001


    This profile was a collaborative effort of the Institute for Catholic Education (ICE) and the Halton District School Board.

Public School Board Writing Team - Grade 11 Computer and Information Science

    Lead Board

    Halton District School Board

    Hans van Wijk , Project Manager

Course Profile Writing Team - Public

    Mark Richardson, Halton District School Board (Lead Writer)

    Jaye Herbert, Thames Valley District School Board

    Dan Visentin, Halton District School Board

Local Reviewers

    Angela Elksnitis, Mohawk College

    Derek Murphy - Industry

Catholic School Board Writing Team - Grade 11 Computer and Information Science

    Lead Board

    Dufferin-Peel Catholic District School Board

    Denise Panunte, Project Manager

Course Profile Writing Team - Catholic

    Roy Parteno, Dufferin-Peel Catholic District School Board (Lead Writer)

    Kirstine Fenwick, Dufferin-Peel Catholic District School Board

    Greg Rodrigo, Georgian College (formerly of Dufferin-Peel)

Local Reviewers

    Sandy Graham, University of Waterloo

    Rosaria Kalino, Dufferin- Peel Catholic District School Board

    Carmen Leith Dufferin- Peel Catholic District School Board (retired)

    Chris Stephenson, Association of Computer Studies Educators

     ? Computer and Information Science - University/College Preparation

Course Overview

    Computer and Information Science, University/College Preparation, ICS3M

    Course Description

    This course helps students examine computer science concepts. Students outline stages in software development, define standard control and data structures, identify on- and off-line resources, explain the functions of basic computer components, and develop programming and problem-solving skills using operating systems and implementing defined practices. As well as identifying careers in computer science, students develop an understanding of the ethical use of computers and the impact of emergent technologies on society.

    How This Course Supports the Ontario Catholic School Graduate Expectations

    The Computer and Information Science program in the Catholic faith community enables young adults to develop and utilize their gifts and resources in finding solutions that benefit others in ways that model Gospel values. The curriculum focus enables students to be critical thinkers and innovative problem solvers and analyse the use of resources while understanding the implications of technological innovations. Emphasis on process and results ensures students apply skills and knowledge when providing services and recognize our God-given responsibility to respect the dignity and value of the individual and the protection of the environment. Computer technology has an ever-increasing effect upon society (e.g., the digital divide: the division of groups in society based upon the access to information that further disadvantages the poor). It is important for young Catholics to reflect upon and examine the potential of technology to affect lives. Course Notes

    Over the past ten years, there has been an effort to increase enrollment in computer-related programs at the postsecondary level. This course prepares students for further study at the Grade 12 College and University levels. The combination of theory, practical experience, and exploration of career options also helps students complete and refine their Annual Education Plans.

    The Computer and Information Science Grade 11 course prepares students for College and University destinations. Students outline opportunities and career paths of each destination in their Annual Education Plans. They also explore career paths and identify which career best suits their interests, aptitudes, and expectations.

    This course has no prerequisite. Some students will have completed Grade 10 Computer and Information Science or Computer Engineering and have been introduced to basic programming concepts and structures. For others, it is the first Computer and Information Science course. The focus of this course is on applying fundamental programming structures and concepts rather than applying a specific language and its features. Upon completion of this course, students can apply their knowledge and skills to other programming languages.

    Problem solving, a curriculum sub-heading, is integrated in all units. The software design life cycle is followed when developing the best solution to a challenge.

    Students often research and use the Internet as an information source. It is important for teachers to review and emphasize good information filtering skills. A session with the school teacher-librarian may assist all students.

    Challenges are drawn from a variety of disciplines and workplace situations. They address the wide spectrum of student interests, provide opportunities for broad applications of programming, and are free of bias.

    Page 1 ? Computer and Information Science - University/College Preparation

Communication is a key skill of programmers. In addition to reading and writing, programmers

    communicate using programming standards and conventions, and through developing internal and external

    documentation. These skills are integral to every unit.

    The final unit is an authentic assessment in which students apply a wide range of knowledge and skills

    through an integrated and meaningful task. This task is a program challenge in which the software design

    life cycle (problem definition, analysis, design, implementation, testing, maintenance) is followed as the

    problem-solving model.

    Students develop generic programming skills in this course. When choosing a programming language, the

    following criteria are applied:

    ? ease-of-use, appropriate structure, availability, and hardware requirements;

    ? level of difficulty allowing students without programming background to experience success;

    ? provision of de-bugging tools;

    ? planned path for language skill development in Grades 11 and 12, considering the most likely

    postsecondary destination and required preparation within the school community;

    ? district standards, conventions, and policy;

    ? available on- and off-line support resources;

    ? compatibility with languages used in introductory courses at local postsecondary destinations.

    Units: Titles and Times

    Unit 1 Working in the Computing Environment 12 hours Unit 2 Beginning to Program 25 hours * Unit 3 Problem Solving with Procedures and Functions 18 hours Unit 4 Information Storage and Related Issues 12 hours * Unit 5 Using Data Structures 18 hours Unit 6 Putting It All Together 25 hours

     TOTAL 110 hours * These units are fully developed in this Course Profile.

Unit Overviews

    Unit 1: Working in the Computing Environment

    Time: 12 hours

    Unit Description

    This unit focuses on basic computer and information science skills. Students identify hardware components,

    research ergonomic considerations, practise file management skills, access resources through local and

    wide area networks, and research the evolution of programming languages. They develop skills for success

    in the computer and information science environment. Students focus on the Computer and Information

    Science environment; students also examine respect for the environment and wise use of resources from a

    Catholic perspective.

    Page 2 ? Computer and Information Science - University/College Preparation

Unit Overview Chart

    Activity Expectations Assessment Focus

    1 TFV.05, TF3. 01, TF3.02; CGE7i C; K/U What‟s in the Lab?

    2 TF3.02, ICV.01, ICV.02, IC1.01, IC1.05; K/U; C; A; Comfortable Computing

    CGE1d, 7i T/I

    3 TF3.03, SPV.04, SP3.01, SP3.02, SP3.05; C; A Computer Survival Skills


    4 SP1.01, SP1.08, SP2.08, SP3.03, SP3.04, T/I; A; K/U Information Management

    IC1.03; CGE2b, 4f Case Study

    5 TF2.11, TF2.15; CGE7g C; K/U History of Programming K/U = Knowledge/Understanding C = Communication

    T/I = Thinking/Inquiry A = Application

Unit 2: Beginning to Program

    Time: 25 hours

    Unit Description

    This unit focuses on basic programming structures. Students write simple programs, using variable

    assignment, repetition, and decision structures, and develop effective testing, validating, and documenting

    skills. They also explore roles of effective communicators and reflective thinkers when following a

    problem-solving model (e.g., user inputs a series of marks, each value is validated, the average is calculated,

    and a grade is assigned).

    Unit Overview Chart

    Activity Expectations Assessment Focus

    1 TF1.01, TF2.01, TF2.02, TF2.10, K/U; C; A; Input and Data Storage in

    SPV.01, SP2.01, SP2.11, SP2.13, T/I Simple Programs

    SP2.15; CGE2f

    2 TF2.02, TF2.03, TF2.10, SPV.02, K/U; C; A; IPO (Input, Processing, Output)

    SP1.02, SP2.09, SP2.10, SP2.13; CGE3c T/I in Program Format

    3 TF2.06, SP2.04, SP2.07; CGE3c C; A Introducing Selection

    4 TF1.07, TF2.06, TF2.14, SP2.04, C; A Introducing Repetition

    SP2.07C; GE4b

    5 TF2.04, SP1.05, SP2.04, SP2.07; C; A; T/I Combining Selection and

    CGE3c Repetition

    6 TF1.05, SPV.02, SP2.12, SP2.14; K/U; A; T/I Program De-bugging,

    CGE4f Verification, and Documentation

    7 TF2.04, SP1.05, SP2.04, SP2.07; C; A Team Programming Project

    CGE4d, 5a

Page 3 ? Computer and Information Science - University/College Preparation

Unit 3: Problem Solving with Procedures and Functions

    Time: 18 hours

    Unit Description

    This unit focuses on program modularity and career exploration. Students write programs using existing

    sub-programs and then progress to writing programs including their own sub-programs. They also explore

    careers in computer studies and develop skills in program modularity (e.g., a program to encrypt/decrypt a

    passage of text using substitution encoding). Students complete a reflection on work and on the Laborem Exercens encyclical.

    Unit Overview Chart

    Activity Expectations Assessment Focus

    1 TFV.02, TF1.03; CGE7a K The Software Development Process

    2 TF2.07, SP2.05; CGE2b K; I Investigating Math and Text


    3 SP2.06, SP1.09, TF2.08, TF2.09 K; I; A Defining Our Own Subroutines

    4 ICV.03, IC1.06, IC2.01, IC2.02, K; I Exploring Careers in Computing

    IC2.03; CGE5b

    5 SPV.01, SP2.06; CGE2b, 5a I; C; A Programming with Subroutines

    6 CGE1g, 2b, 4g, 5b, 5d K; I; C; A Reflecting on Work

Unit 4: Information Storage and Related Issues

    Time: 12 hours

    Unit Description

    This unit focuses on data storage and manipulation. Students examine issues surrounding privacy, security,

    and ethical use of information. They also write programs that input data from existing files, process the

    data, and create files for external data storage, following an appropriate problem-solving model (e.g.,

    Create a data file containing employee information including hours worked and rate of pay. Read from the

    file, compute, display, and write to a new file the gross pay for each employee.).

    Unit Overview Chart

    Activity Expectations Assessment Focus

    1 IC1.02; CGE1d, 7e C Information Impact

    2 TFV.01, TF1.02, TF1.04; CGE2b C; T/I Choosing Your Tools

    3 SP2.17, SP2.18; CGE1d, 2e A Reading Data Files

    4 SP2.17, SP2.18; CGE1d, 2e A Creating Data Files

Unit 5: Using Data Structures

    Time: 18 hours

    Unit Description

    This unit focuses on the programming techniques required to store and manipulate data and to solve

    problems through the development of a database. Each activity develops knowledge and skills that students

    apply in the culminating challenge of this unit: to develop a database for a school team (e.g., the hockey

    team or similar organization, consisting of personal data such as player name, position played, jersey

    number, phone number, goals, and assists). Students examine the structuring of one- and two-dimensional

    arrays and how data is represented and stored in these structures. They write programs that create lists and

    tables of data, manipulate the data, and output the result. Sorting and searching techniques are also applied.

    Page 4 ? Computer and Information Science - University/College Preparation

Unit Overview Chart

    Activity Expectations Assessment Focus

    1 TFV.03, TF2.05; CGE4f C; K/U Examining Data Structures

    2 SP1.03, SP2.02, SP2.10, SP2.14, SP2.15, K/U; A Data in Lists

    SP2.16; CGE7h

    3 SP1.03, SP2.02, SP2.03, SP2.10, SP2.14, K/U; A Relating Lists

    SP2.15; CGE5a

    4 TFV.03, TF2.05, SP1.03, SP2.02, SP2.10, K/U; A Data in Tables

    SP2.14, SP2.15; CGE5e

    5 SP1.07, SP2.02, SP2.10, SP2.14, SP2.15, A Sorting Data

    SP2.16; CGE3c

    6 SP2.02, SP2.10, SP2.14, SP2.15, SP2.16; A Searching Lists and Tables


Unit 6: Putting It All Together

    Time: 25 hours

    Unit Description

    This unit is the culminating challenge for applying knowledge and skills in an integrated and meaningful

    task. Students follow the software design life cycle to find the best solution to a challenge (e.g., a movie

    reservation system), demonstrating the mastery of course expectations. The teacher should choose the

    challenge with students to allow students to express their creativity while at the same time demonstrating

    knowledge and skills. Students examine the effect and influence on society of emergent technologies.

    Unit Overview Chart

    Activity Expectations Assessment Focus

    1 SP1.04; CGE3b A Defining the Problem

    2 TFV.04, TF1.06, TF2.13, SP1.04; CGE3c,4f K/U; A; T/I Developing a Plan

    3 TF2.12, SPV.03, SP1.04; CGE3c A; T/I Creating a Solution

    4 SPV.03, SP1.04; CGE4d A Evaluating the Solution

    5 SPV.03, IC1.04; CGE2c A; C Communicating the Results

Teaching/Learning Strategies

    Teaching a course in a computer lab is a unique experience as compared to teaching in a classroom.

    Teaching strategies should include plans to balance computer usage and group instruction and means to

    make sure that attention is paid to the discussion (e.g., turning computer monitors off during discussions).

    A variety of teaching and learning strategies are used, including:

    Brainstorming: expressing initial ideas with neither criticism nor analysis, e.g., problem-solving discussion

    in the problem definition and analysis phases of the software life cycle;

    Collaborative/Cooperative: small-group learning providing high levels of engagement and interdependence

    (e.g., students working as a team to develop components of a computer program);

    Conferencing: student-to-student discussion;

    Software Life Cycle Design Process: problem-solving approach using a prescribed series of steps;

    Computer-based Tutorials/Exploration Activities: use of installed and networked resources, open-ended

    explorations, and computer projectors, allowing students to work as the teacher demonstrates;

    Page 5 ? Computer and Information Science - University/College Preparation

    Independent Study: exploring and researching a topic of interest; Programming: developing software solutions;

    Computer Research: using on- and off-line resources; Report/Presentation: presenting research topics to the class using electronic media;

    Conflict Resolution: resolving differences in an appropriate manner; Whole Group Instruction: teacher-led instruction to introduce new concepts on skill building.

    Assessment & Evaluation of Student Achievement

    Students are provided with opportunities to demonstrate the highest level of their achievement of the

    expectations in the four achievement categories. The weighting of the categories should comply with the

    board or school plan.

    The weighting applies to evaluations conducted throughout the course (70%) and the final evaluation

    (30%). The assessment and evaluation for Unit 6 is intended to be counted as final evaluation in addition to

    a final exam. Application of knowledge skills is a key component of a Computer and Information Science

    course. A part of the final unit is a joint student/teacher-designed final programming project that brings

    together many expectations of the course. Students use the software design life cycle to define the solution,

    analyse needs, plan a solution, and implement and test the solution. This final project is a chance for

    students to demonstrate the application of acquired knowledge and skills and to use thinking and inquiry

    skills in the problem-solving process. Sample final projects are: a movie reservation system, a graphics- or

    text-based game, a programmed tutorial on a computer or non-computer topic, a simulated banking system,

    and a program designed for a school function, such as event scheduling or a student council record-keeping


    Expectations are listed in the first unit where they apply. Some expectations are repeated in subsequent

    units/activities where appropriate.

    Students are assessed and evaluated using the following strategies:

    Diagnostic: at the beginning of a term, a unit of study, or whenever information about prior learning is useful.

    ? unit pre-tests;

    ? skill inventory.

    Formative: during learning, ongoing feedback to students of their strengths, weaknesses, and achievement of the expectations.

    ? communication through journals;

    ? self-assessment rubrics;

    ? checklists for programming problems;

    ? student/teacher conferencing;

    ? observation;

    ? peer assessment rubrics;

    ? quizzes;

    ? anecdotal comments with suggestions for improvement.

    Summative: at the end of a learning process.

    ? classroom presentations;

    ? quizzes, tests, unit tests, final exam;

    ? assignments and projects evaluated using rubrics;

    ? culminating challenges.

    Page 6 ? Computer and Information Science - University/College Preparation


    The following are strategies used in the units, more accommodations are included with specific activities:

    ? referencing and inclusion of recommendations from students‟ OSRs, IPRCs, and IEPs;

    ? providing adaptive hardware devices (e.g., large screen monitors, larger fonts, special keyboards); ? providing appropriate environmental accommodations for students with physical disabilities; ? conferencing with Special Education staff and students to discuss modification and accommodation and

    to ensure physical aspects of the environment meet the needs of students and the program; ? providing word lists, glossaries, definition of terms, and visuals if available; ? grouping weaker students with stronger students to assist in instructional remediation and to provide

    further challenge;

    ? allowing more time to organize and complete assignments;

    ? providing a choice of assignment formats where possible;

    ? selecting problems that involve programming topics familiar to students to ensure better understanding

    of requirements (e.g., a student who plays basketball writes a program that keeps basketball statistics); ? providing additional materials to reinforce or extend learning;

    ? providing opportunities for students requiring enhancement of program;

    ? using visual and audio-visual aids;

    ? adjusting expectations for written work and number of assignments required;

    ? providing for alternative displays of achievement (e.g., oral testing, taped answers, and scribing for

    students with writing difficulties);

    ? providing clarification to students of assessment/evaluation tools such as rubrics and checklists; ? selecting groups of varied or similar abilities and skills as appropriate to the activity; ? providing of advanced tutorials and challenges for students with programming experience. Resources

    The following are resources used in many activities; other resources are included with specific activities.

    Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them

    for student use.

    Hume, J.N.P. Problem Solving and Programming in Turbo Pascal. Toronto: Holt Software Associates

    Inc., 1994. ISBN 0-921598-19-X

    Hume, J.N.P. Problem Solving and Programming in Turing. Toronto: Holt Software Associates Inc.,

    1993. ISBN 0-921598-16-5

    Wright, Peter. Peter Wright‟s Beginning Visual Basic 6.0. Birmingham, UK: Wrox Press. 1998.

    ISBN 1-861001-05-3

    Carter, John. Problem Solving in Pascal. Toronto: Addison-Wesley Publishers Limited, 1989,

    pp. 343, 350. ISBN 0-201-11215-9

    Turing programming language information and resources

    Visual Basic language information and resources

    Pascal programming language information and resources

    Page 7 ? Computer and Information Science - University/College Preparation

Qbasic programming language information and resources

    Website Development Process

    Careers and Career Planning

    Human Resources Development Canada Career Planning from Yahoo! Canada

    Workopolis (Globe and Mail Careers) Government of Ontario Training and Jobs website‟s Careers page –

    htc Canada‟s HiTech Career Journal – Computer Technology News

    Wired News



    Canada Computes


    Postsecondary Education

    Canadian Universities and Colleges from Yahoo! Canada

    Government of Ontario Post-secondary website

    OSS Considerations

    The Grade 11 Computer and Information Science course may be used as a compulsory credit

    (“1 additional credit in science [Grade 11 or Grade 12] or technological education credit [Grades 9-12]”

    OSS, 1999, p. 9) or as an optional credit. It provides students with an educational base for studies in Grade

    12 and postsecondary destinations.

    The curriculum emphasizes theory and concrete applications. Teaching/learning strategies and

    accommodations are selected to meet the needs of all students. Anti-discrimination education,

    accommodations for exceptional students, career goals/cooperative education, , and community

    partnerships are addressed in the course. These inclusions support the policies in Ontario Secondary

    Schools, Grades 9 to 12: Program and Diploma Requirements, 1999. Career exploration throughout all

    units is available in reference to Choices Into Action: Guidance and Career Education Program Policy

    for Elementary and Secondary Schools, 1999. Page 8 ? Computer and Information Science - University/College Preparation

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