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Course Overview

Computer and Information Science, Grade 10, Open

Identifying Information

Department: Technology

Course Title: Computer and Information Science

Grade: 10

Course Type: Open

Ministry Course Code: TIK2O

Ministry Policy Document: The Ontario Curriculum, Grades 9 and 10, Technological Education, 1999.

Publication Date: April 2000

Development Date: February 2000

Credit Value: 1

Description/Rationale

This course introduces students to computer science concepts. Students learn about the stages in software design; the fundamental programming constructs of sequence, selection, and repetition; the functions of internal and external computer components; the relationship among networks, operating systems, and application software and their uses; and how programming languages evolve. Students also develop an awareness of computer-related careers and the impact of computers and associated technologies.

This course is designated as open and can be taken by all students who wish to learn about Computer and Information Science. Students who wish to continue study in this area can take the University/College courses in Grades 11 and 12 that would lead to post-secondary courses.

The Canadian software industry is one of the fastest growth sectors in our economy. From 1970 to 1994 its work force has exploded from 22,000 to 173,000. Software development has evolved into a diverse and dynamic industry, which impacts all Canadians.

The various software programs that are used in our modern world were devised, designed and coded by people. One of the biggest challenges facing the industry is that the need for qualified software workers far outstrips the supply. In 1997 almost 20,000 Canadian software positions went unfilled. Without some innovative solutions to this problem, this booming economic force will suffer, having an effect on Canadians all across the country.

Software Human Resources Council - http://www.shrc.ca/

Unit Titles (Time +Sequence)

Unit 1	Hardware, Networks, and Software: An Integrated Environment	15 hours
Unit 2	The Problem Solver	12 hours
Unit 3	Foundations of Programming I	29 hours
Unit 4	The Computer and Society	18 hours
Unit 5	Foundations of Programming II	18 hours
Unit 6	Putting It All Together	18 hours

Unit Descriptions

Unit 1: Hardware, Networks, and Software: An Integrated Environment

Description

Students, under guidance of the teacher, develop practical computer skills through activity-based learning. They are introduced to a programming environment and explore the relationship among hardware, operating systems, networks, and software. Students learn how to use an operating system in conjunction with a network to perform management tasks such as file management in the local classroom environment. Through use of self and peer formative assessment tools such as checklist and peer feedback, they also demonstrate an understanding of external computer components and the relationship among networks, various operating systems, and application software. Students begin to examine the social impact of computers by examining current technological issues and their impact on society and individuals.

Unit 2: The Problem Solver

Description

Students learn to apply a specific problem-solving model to a diverse set of problems and to develop general problem-solving skills through application of the software design process in a project setting. To emphasize that problem solving is both a team skill and an individual effort, groups are involved in discussions, brainstorming sessions, and co-operative learning situations. The end-of-unit assessment is based on a group project and focusses on the process of the group as well as the product. Students build awareness of computer-based careers by exploring career information available through the school and local community, and by sharing of information using available computer media such as web pages and presentation software.

Unit 3: Foundations of Programming I

Description

Students develop programming skills by working through four skill-building activities. During these activities students assemble a programming toolkit and repair guide that serve as resources for this activity and in subsequent units and courses. The assessment focus in the first four activities is formative with oral and written feedback from the teacher and use of self and peer checklists. The fifth and culminating activity involves the development of an online quiz for another academic area. This activity, assessed on both the process and product, enables students to demonstrate their computer skills and their knowledge of computer use across the curriculum. In conjunction with the online quiz, students research educational opportunities existing on the Internet and how software developments change how people learn and education is delivered.

Unit 4: The Computer and Society

Description

This unit focusses specifically on how computer technology has changed over time by using observation and research techniques to investigate changes and differences in operating systems, computer components, networks, and the history of programming languages. This prepares students to understand and critically evaluate the impact of computer technology on society as a whole. A resource collection of articles on Computers and Society is the culminating activity.

Unit 5: Foundations of Programming II

Description

Students continue to refine their understanding of the programming concepts introduced in Unit 3. Students develop their programming skills through practical programming activities that incorporate fundamental program constructs like repetition, and decision structures. Students apply programming skills to statistical analysis linked to school violence data. They apply problem-solving strategies to design and develop programs that demonstrate the use of proper programming practices such as the use of internal documentation and proper naming conventions. Students demonstrate their ability to test and validate a program by tracing the execution of programs to find and correct errors.

Unit 6: Putting It All Together

Description

In this culminating unit, students demonstrate overall mastery of the course content and expectations. Students perform hardware and networking demonstrations of skills, and apply knowledge and skills in problem-solving, programming, hardware, and networking. They demonstrate the ability to design, create, test, and debug computer programs. Students also evaluate various tools for creating a budget. Career presentations initiated in Unit 2 and integrated throughout the course are completed in this unit and included in the final evaluation. Assessment information is compiled with rubrics provided to the students for each activity.

Course Notes

The teacher’s role shifts from direct instructor to consultant/mentor as this course progresses. This role shift is accompanied by a similar shift in teaching methodology from teacher to student-centred style, focussing on interactive facilitation of hands-on activities.

Activities in the first unit include lessons and tutorials, followed by assignments. The teacher plays an active role in making sure that students have the information and are able to develop the skills they require for success in the rest of the course.

The second unit focusses on building problem-solving skills necessary for any computer-related career. Students work extensively in a group setting to solve problems. This unit also initiates the career focus that is continued, in the form of career presentations, throughout the course.

In the third and fifth units students use the problem-solving skills introduced in Unit 2 as a building tool for learning new computer programming concepts and developing programming skills. In both units the teacher introduces new concepts using a Socratic method and then moves to a consultative instructional style for the culminating activities. Group work is again emphasized as students begin to see the programming activities mirror the type of teamwork found in the computer industry. These units support instruction through a roving conference methodology. Mini-conferences that take place at the student's desk or workstation allow monitoring and ongoing assessment. Assessment is based upon both the process and the final product. Students are provided with the tools for formative self-assessment.

The fourth unit relates the computer to society. A jigsaw activity is used to explore computer- programming evolution. The social implications of computing technology are considered through activities involving authentic research, discussion, and report writing as students analyse media and outline ideas for socially beneficial software products.

The final unit provides students the opportunity to demonstrate their knowledge and skills. They perform a hardware/network skills demonstration, compare solutions using various tools in a group exercise, debug and document programs, and, finally, go through all of the software development stages including planning, writing, testing, and documenting a computer program of their choosing. The teacher serves as the mentor/consultant during this process.

The beginnings of a computer portfolio are described in terms of a repair guide. This guide is a list of things that went wrong and how to fix them. The tool kit is a set of common programming structures that are documented for use in future programs. A collection of completed computer programs can be added to complete the portfolio. This portfolio may assist students in obtaining summer employment or admission to post-secondary education.

The selection of various teaching resources can impact the ways in which certain elements of this course are taught. For example, a number of free tutorials exist for various programming languages that could replace some direct instruction. Their use is at the teacher’s discretion.

Awareness of careers in Computer and Information Science should be accomplished in a variety of ways, e.g., job shadowing, computer research, field trips, and/or guest speakers.

Teachers address safety/censorship on the Internet by complying with School Board policies on appropriate student use and access to Internet services.

Teaching/Learning Strategies

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

· Brainstorming – group generation of initial ideas expressed without criticism or analysis;

· Collaborative/Co-operative Learning – small group learning providing high levels of student engagement and interdependence;

· Conferencing – student to student discussion;

· Problem-Solving Process – a problem-solving approach using a prescribed series of steps;

· Independent Study – students explore and research a topic of interest;

· Inquiry – problem-solving approach using a prescribed process involving a number of steps;

· Jigsaw – specialized group learning followed by home group sharing;

· Report/Presentation – oral and written presentation of researched topic to class;

· Whole Group Instruction.

Assessment/Evaluation Techniques

The assessment includes the following:

· Paper and Pencil Tests – an appropriate means of assessing Theory and Foundation expectations;

· Unit tests – can be a combination of paper and pencil and on-computer skill demonstrations;

· Quizzes – feedback for both the student and the teacher about a few chosen expectations;

· Performance Assessments:

· Skill demonstration – hardware and networking skill demonstration in Unit 6;

· Computer programs – focussing on both process and the final product;

· Research projects.

· Conferencing:

· Roving conference – an important tool in Computer and Information Science. Defined as the teacher moving through the classroom and having impromptu discussions with individuals and groups. This is an effective way to provide formative feedback in a short time and monitor student activity especially in classrooms that have Internet access.

· Reflection – important tools to encourage students to be more involved in their own learning process;

· Self-assessment, journal, learning logs;

· General assessment tools include:

· Checklists – for formative teacher/peer/self assessment;

· Rubrics – provide clear expectations of performance at the start of an activity;

· Anecdotal comments with suggestions for improvement.

· Opportunities for teachers to record student learning skills have been provided throughout the course with the use of Appendices 1.0 and 2.0 (provided at the end of the Course Overview).

Accommodation

The following are general accommodation strategies used in this course:

· references and inclusion of recommendations from student OSRs, IPRCs, and IEPs;

· provide adaptive hardware devices (e.g., large screen monitors, larger fonts, specially designed keyboards);

· provide appropriate environmental accommodations for students with physical disabilities;

· conferencing with Special Education Staff and students to discuss accommodation and to make certain that the physical aspects of the environment meet the needs of the students and the program;

· provide word lists, glossaries, definition of terms, and visuals if available;

· group weaker students with stronger students to assist in instructional remediation and provide a further challenge as students become teachers;

· allow more time to organize and complete assignments;

· provide alternative selection of problems which might involve selecting a programming topic that is familiar to a student so they have a better understanding of the requirements (e.g., a student who plays basketball writes a program that keeps basketball statistics);

· use visual aids to assist students as needed;

· provide opportunities for those students requiring enhancement of program;

· adjust expectations for written work and the number of assignments required;

· provide a choice of assignment format where possible;

· provide alternative assessment methods such as oral testing, taped answers, and scribing for students with writing difficulties;

· provide clarification to students of assessment/evaluation tools such as rubrics and checklists.

The final evaluation, worth thirty percent as per Ministry policy, consists of the assessments from Unit 6, the Career Presentation that starts in Unit 2, and a final exam.

Resources

Human Resources

Computer Site Administrator from the board office or the school

Computer technicians (from the board office and/or community)

School Librarian

Special Education teacher

Parents employed in the Information Technology industry

Software

Ministry issued application software (OESS).

A programming language - the following factors should be considered in the selection of an appropriate programming language for this course:

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

· a level of difficulty that allows students with no programming background to experience some success;

· a planned path for language skill development in Grades 10, 11, and 12 that takes into account the most likely post-secondary destinations and required preparation within the school community;

· district standards/conventions/policy;

· available supporting resources.

Note: It is the belief of this writing team that C, C++, and Java are not the best language choices at Grade 10 level as they require a level of complexity beyond the capability of most novice programmers. Books on these programming languages have been included as they are a source of good problems or have a unique means of approaching a general programming concept.

Books

Ageloff, Roy. Applied Fortran 77. Belmont California: Wadsworth Publish Co., 1981.
ISBN 0-534-00961-1

Carter, John. Problem Solving in Pascal. Toronto: Addison-Wesley Publishers Limited, 1989. ISBN 0-201-11215-9

Dunlop, C. and R. Kling. "Computerization and Controversy." Value Conflicts and Social Choices. Boston: Academic Press, 1991.

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., 1994. ISBN 0-921598-19-X

Hume, J.N.P. Turing Tutorial Guide. Toronto: Holt Software Associates Inc., 1993. ISBN 0-921598-20-3

McKelvy, Mike, et al. Using Visual Basic 5. Indianapolis: Que Corp., 1997. ISBN 0-7897-1288-1

Norton, Peter. Essential Concepts. McGraw-Hill Ryerson Limited, 1999. ISBN 0-02-804394-4

Rood, H.J. Logic and Structured Design for Computer Programmers, Second Edition. Boston: PWS-KENT Publishing Company, 1992. (Chpt. 1.2, 2) ISBN 0-534-92966-4

Schneider, David I. An Introduction To Programming Using Visual Basic 5.0. New Jersey: Prentice Hall, 1998. ISBN 0-13-875857-3

Sprankle, M. Problem-Solving & Programming Concepts, Third Edition. New Jersey: Prentice Hall, 1995. (Chpt. 1,3) ISBN 0-02-415350-8

Tapscott, Don. Growing up Digital. McGraw Hill Ryerson Limited, 1998. ISBN 0-07-063361-4

White, Ron. How Computers Work. Quebec, Canada: 1997. ISBN 01-56-276546-9

Training Kit

A computer training kit The Journey Inside The Computer, available from Intel Corporation
http://secure.wesweb.com/intel/form.htm
Contains two videos, an instructional binder, and electronic components

Web Sites

Rayburn, Paul. Programming Languages
http://www.msci.memphis.edu/~ryburnp/cl/prog/progl.html
Overview of the History of Programming Languages

Tapscott, Don. Growing Up Digital.
http://www.growingupdigital.com
A web site dedicated to the Net Generation. Discussion groups, activities and information.

Zdnet On Line Magazine
http://www.zdnet.com
Reviews, Links, Search Tool, Developer Section, Links to Mac Magazines and Other Magazines

Infoworld Magazine
http://www.inforworld.com
Interviews, subject Index, Careers, Search Engine

PC World Magazine
http://www.pcworld.com
News, Reviews, How-To, Fileworld, Search Engine

Harris, Robert. "Problem Solving Techniques." 2 July 1998. Online. Internet. [October 10, 1999].
http://www.sccu.edu/faculty/R_Harris/crebook4.htm

http://www.job-search-engine.com
This site is not just a Job Board, but rather an informative web site dedicated to employment. It searches the top USA and Canadian job boards in parallel and in real time and brings back a composite result of how many employment openings match your query.

QBasic – Utilities
http://qbutil.hypermart.net/

Turing and OOT Teaching Resources
http://www.holtsoft.com/turing/resources.html

The QBasic Page
http://www.qbasic.com/qbindex.shtml

OSS Policy Applications

The Grade 10 Computer and Information Science Technology course is designated as a Technological Education program. All courses offered in technological education at the Grade 10 level are Open courses, which comprise a set of expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999 for a description of the different types of secondary school courses.) Students can use the course as a compulsory credit (1 credit from Science [Grade 11 or 12] or Technological Education [Grades 9-12], or as an additional credit). This course is designed to provide students with a broad educational base that prepares them for their studies in Grades 11 and 12, post-secondary education, and entry into the workplace. Anti-discrimination education, equity/social justice issues, career goals/co-operative education, and community partnerships are also discussed in this course. All of these support many of the Ontario Secondary School Policies.

Career exploration throughout all units is available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

Evaluation may best be carried out through interviews with a sampling of students who have completed the course. Sample questions might be:

· Did this course meet your expectations?

· Do you have a better idea of possible careers in this area?

· Would you take another course in this area?

· Would you suggest a younger brother, sister, or friend takes this course?

Appendix 1.0

Learning Skills Checklist

E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement

Activity &/OR
Date Ù

Works Independently

Teamwork

Organization

Work Habits/
Homework

Initiative

Student Name

Appendix 2.0

Learning Skills Rubric

Category

Rarely

Satisfactory

Good

Excellent

Works Independently

- rarely meets deadlines

- rarely focussed

- sometimes meets deadlines

- needs reminder to stay on task

- usually meets deadlines

- occasionally needs reminders to stay on task

- always meets deadlines

- focussed

Teamwork

- reluctant to try an alternate role in group work

- rarely shares ideas

- rarely listens to others

- occasionally tries an alternate role in group work

- sometimes shares ideas

- listens to others some of the time

- frequently tries alternate role in group work

- usually shares ideas

- listens to others most of the time.

- takes on a variety of roles in group work

- always shares ideas

- listens to others

Organization

- rarely prepared for class

- demonstrates limited organization

- rarely uses available resources

- generally prepared for class

- demonstrates some organization

- uses some of the available resources

- usually prepared for class

- demonstrates considerable organization

- makes good use of available resources

- always prepared for class

- demonstrates effective organization

- seeks out and uses additional resources and uses those provided

Work Habits/Homework

- rarely completes homework

- rarely makes up missed work

- rarely makes good use of class time

- completes more than half of the homework

- makes up some missed work

- sometimes makes good use of class time

- completes most homework

- makes up most missed work

- usually makes good use of class time

- completes all homework

- makes up all missed work

- always makes good use of class time

Initiative

- rarely acts to solve problems

- rarely seeks available assistance

- sometimes acts to solve problems

- sometimes seeks available assistance

- usually acts to solve problems

- usually seeks available assistance

- always acts to solve problems

- always seeks available assistance

Coded Expectations, Computer and Information Science, TIK2O

Theory and Foundation

Overall Expectations

TFV.01I

– describe the stages in the software design process;

TFV.02I

– define and explain the fundamental programming constructs;

TFV.03I

– describe the functions of internal and external computer components;

TFV.04I

– describe the relationship among networks, operating systems, and application software and

explain their uses.

Specific Expectations

Problem Solving, Logic, and Design

TF1.01I

– use input, processing, and output correctly as a model for solving problems using a computer;

TF1.02I

– explain how clarity at each step in the problem-solving process determines the quality and effectiveness of the final product;

TF1.03I

– define a problem by identifying the required result, the necessary user inputs, and the steps required to produce the result.

Hardware, Interfaces, and Networking Systems

TF2.01I

– use correct terminology to describe hardware concepts;

TF2.02I

– identify the basic internal components of the computer;

TF2.03I

– identify the functions of peripheral devices;

TF2.04I

– describe operating system functions that meet user needs;

TF2.05I

– describe networking system functions that meet user needs;

TF2.06I

– compare and contrast application, programming, and systems software.

Programming Concepts

TF3.01I

– use correct terminology to describe programming concepts;

TF3.02I

– describe the types of data that computers store, including numbers and characters;

TF3.03I

– define constants, variables, expressions, and assignment statements, including the order in which the operations are performed;

TF3.04I

– explain the need for decision and repetition structures, and how they can be expressed in different programming languages;

TF3.05I

– explain the difference between logic and syntax errors;

TF3.06I

– explain the role of internal documentation in ensuring program correctness and clarity.

Skills and Processes

Overall Expectations

SPV.01I

– apply a problem-solving model;

SPV.02I

– select software to solve specific problems;

SPV.03I

– use proper programming practice;

SPV.04I

– create computer programs using fundamental programming constructs;

SPV.05I

– use correctly an operating system that includes a local network to perform management tasks.

Specific Expectations

Problem Solving, Logic and Design

SP1.01I

– state problems accurately to gain a clear understanding of what is required for a solution;

SP1.02I

– identify and resolve ambiguities and missing information in a problem statement;

SP1.03I

– design a simple method to obtain clear and precise information from the user;

SP1.04I

– state the steps required to take user input and produce correct output;

SP1.05I

– solve and verify solutions to simple problems using application software, calculators, and computer programs;

SP1.06I

– compare and contrast a variety of tools, such as application software, calculators, and computer programs, based on ease of use and time required.

Hardware, Interfaces, and Networking

SP2.01I

– use correctly file management techniques to create, name, copy, move, delete, and organize files;

SP2.02I

– use correctly networking services to log on and off and access shared files and devices;

SP2.03I

– use correctly Internetworking services to access and navigate global information resources;

SP2.04I

– develop resources to share information locally and globally;

SP2.05I

– maintain backup copies of program files on different media.

Programming Concepts

SP3.01I

– write numbers and characters in such a way that computers recognize them (e.g., place quotation marks around characters);

SP3.02I

– use correctly constants, variables, expressions, and assignment statements to store and manipulate numbers and characters in a program;

SP3.03I

– use descriptive naming conventions for constants, variables, and expressions;

SP3.04I

– write input and output statements that conform to a program design;

SP3.05I

– write programs that compare data using constants, variables, and expressions;

SP3.06I

– write a program that uses a decision structure involving two or more alternatives;

SP3.07I

– write a program that uses a counted repetition structure;

SP3.08I

– use appropriate sequences, decisions, and loops to conform to a program design;

SP3.09I

– incorporate internal documentation to a specific set of standards to ensure clarity and maintainability;

SP3.10I

– trace the execution of programs to find and correct logic and syntax errors;

SP3.11I

– validate a program using appropriate data.

Impact and Consequences

Overall Expectations

ICV.01I

– describe the evolution of programming languages;

ICV.02I

– identify the social impact of computers and associated technologies;

ICV.03I

– identify related computer careers.

Specific Expectations

IC1.01I

– describe the evolution of different levels of programming languages;

IC1.02I

– describe the need to translate higher-level languages to machine code to make a computer operable;

IC1.03I

– explain major developments in information technology and anticipate future changes;

IC1.04I

– describe software-related careers;

IC1.05I

– describe how computers change the ways in which information is collected and used and explain how this affects people’s privacy and access to information;

IC1.06I

– describe how computers change the ways in which people live, work, and communicate;

IC1.07I

– comply with acceptable computer use policies;

IC1.08I

– use appropriate strategies to prevent potential health and safety problems associated with computer use, such as posture problems, eye strain, and musculoskeletal injuries.

Acknowledgments

Identifying Information

Description/Rationale

Unit Titles (Time +Sequence)

Unit Descriptions

Unit 1: Hardware, Networks, and Software: An Integrated Environment

Unit 2: The Problem Solver

Unit 3: Foundations of Programming I

Unit 4: The Computer and Society

Unit 5: Foundations of Programming II

Unit 6: Putting It All Together

Course Notes

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodation

Resources

Human Resources

Software

Books

Training Kit

Web Sites

OSS Policy Applications

Course Evaluation

Appendix 1.0

Learning Skills Checklist

Appendix 2.0

Learning Skills Rubric

Theory and Foundation

Specific Expectations

Skills and Processes

Specific Expectations

Impact and Consequences

Specific Expectations