COURSE OUTLINE
COURSE TITLE : Introduction to Computer Science
COMMON COURSE CODE : ICS3U
GRADE : 11
COURSE TYPE : University
CREDIT VALUE : 1.0
PREREQUISITE : None
CURRICULUM POLICY DOCUMENT: Computer Studies, The Ontario Curriculum, Grades 10 and 12, 2008 (revised)
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010
DEPARTMENT: Computer Studies
NUMBER OF SCHEDULED HOURS : 110 hours
NUMBER OF PERIODS : 10 periods a week, 19 weeks
PERIOD LENGHTS : 40 min.
COURSE DESCRIPTION/RATIONALE
This course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields
A. Programming Concepts and Skills
By the end of this course, students will:
A1. Demonstrate the ability to use different data types, including one-dimensional arrays, in computer programs;
A2. Demonstrate the ability to use control structures and simple algorithms in computer programs;
A3. Demonstrate the ability to use subprograms within computer programs;
A4. Use proper code maintenance techniques and conventions when creating computer programs.
B. Software Development
By the end of this course, students will:
B1. Use a variety of problem-solving strategies to solve different types of problems independently and as part of a team;
B2. Design software solutions to meet a variety of challenges;
B3. Design algorithms according to specifications;
B4. Apply a software development life-cycle model to a software development project.
C. Computer Environments and Systems
By the end of this course, students will:
C1. Relate the specifications of computer components to user requirements;
C2. Use appropriate file maintenance practices to organize and safeguard data;
C3. Demonstrate an understanding of the software development process.
D. Topics in Computer Science
By the end of this course, students will:
D1. Describe policies on computer use that promote environmental stewardship and sustainability;
D2. Demonstrate an understanding of emerging areas of computer science research;
D3. Describe post-secondary education and career prospects related to computer studies.
OUTLINE OF COURSE CONTENT (Total 110 Hours)
Unit 1: Programming Concepts & Skills (28 Hours)
Unit 2: Software Development (24 Hours)
Unit 3: Computer Environments and Systems (24 Hours)
Unit 4: Topics in Computer Science (31 Hours)
Final Evaluation (3 Hours): A three hours final exam, culminating activity, worth 30% of the final grade, meant as a summative evaluation of all strands, will be administered at the end of the course.
TEACHING AND LEARNING STRATEGIES
Along with some of the strategies noted in the assessment for, as and of learning charts below, strategies will include (but not limited to):
- Desktop Publishing - student-specific tutorials and one-on-one help
- Problem solving - peer teaching and support
- Decision Making - Visual Presentations
- Direct Instruction - Data Analysis
- Graphing - Discussion Groups
- Multimedia Presentations - Excel Work sheets
- Guided internet Research - Projects
STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE
The tools below will be used for the three different types of assessments:
Assessment as Learning
Student Product
- Learning logs (anecdotal)
- Entrance tickets
- Exit tickets
Observation
- Whole class discussions (anecdotal)
Conversation
- Student teacher conferences (checklist)
- Small group discussions (checklist)
- Pair work (checklist)
Assessment for Learning
Student Product
- Assignment
- Journals/Letters/Emails (checklist)
- Pre-tests (scale/rubric)
- Quizzes (scale/rubric)
- Posters (rubric/scale)
- Graphic organizers (scale)
Observation
- Class discussions (anecdotal)
- Powerpoint presentations (rubric)
- Performance tasks (anecdotal/scale)
Conversation
- Student teacher conferences (checklist)
- Small group discussions (checklist)
- Pair work (checklist)
Assessment of Learning
Student Product
- Assignment
- Journals/Letters/Emails (checklist)
- Tests (scale/rubric)
- Exam (scale/rubric)
- Posters (rubric/scale)
- Graphic organizers (scale)
Observation
- Powerpoint presentations (rubric)
- Performance tasks (anecdotal/scale)
Conversation
- Student teacher conferences (checklist)
- Question and answer session (checklist)
- Oral tests (scale/rubric)
Assessment Methods and Tools:
Term Assessment and Evaluation: 70% (Tests, Exams, Assignments, Projects)
Knowledge and Understanding (25%): Knowledge of content (e.g., facts, terms, definitions and procedures.) Understanding of content (e.g., concepts, principles, theories, relationships and methodologies)
Thinking and Inquiry (25%): Planning skills (e.g., focusing research, gathering information, selecting strategies, organizing a project) Processing skills (e.g., analyzing, interpreting, assessing, reasoning, gathering ideas, evaluating, seeking a variety of perspectives, forming conclusions)
Communication (25%): Expression of original ideas and information (e.g., logical organization) in oral, visual, and written forms
Application/Making connection (25%): The use of the knowledge and skills to make connections within and between various contexts.
Final Exam: 30%
The Final Grade:
The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. A credit will be granted if the final percentage awarded is 50% or more. The final grade will be determined as follows:
CONSIDERATIONS FOR PROGRAM PLANNING
Career Education
Ongoing discoveries and innovations coupled with rapidly evolving technologies have resulted in an exciting environment in which creativity and innovation thrive, bringing about new career opportunities. Today’s employers seek candidates with strong technical skills, critical-thinking and problem-solving skills, and the ability to work cooperatively in a team, traits that are developed through participation in computer studies courses. Computer studies courses enable students to develop, for example, problem-solving skills, design skills, technical knowledge and skills, and the ability to conduct research, present results, and work on projects both independently and in a team environment.
Importance of Current Events in Computer Studies
The study of current events and emerging technologies related to computer studies enhances both the relevance and the immediacy of the curriculum.The study of current events needs to be thought of not as a separate topic removed from the program but as an effective instructional strategy for implementing many of the expectations found in the curriculum.
English Language Learners
English language learners (students who are learning English as a second or additional language in English-language schools) bring a rich diversity of background knowledge and experience to the classroom. These students’ linguistic and cultural backgrounds not only support their learning in their new environment but also become a cultural asset in the classroom community. With exposure to the English language in a supportive learning environment, most young children will develop oral fluency quite quickly, making connections between concepts and skills acquired in their first language and similar concepts and skills presented in English. However, oral fluency is not a good indicator of a student’s knowledge of vocabulary or sentence structure, reading comprehension, or other aspects of language proficiency that play an important role in literacy development and academic success. When learning expectations in any course are modified for an English language learner (whether the student is enrolled in an ESL or ELD course or not), this information must be clearly indicated on the student’s report card.
RESOURCES
Ontario Ministry of Education (EDU) – curriculum documents page
http://wew.edu.gov.on.ca/eng/document/curricul/curricul.html
Science and Technology for Canadians: http://www.science.gc.ca/
Study Guides
Worksheets