Course Overview

Computer Engineering, Grade 11, University/College Preparation, ICE3M

Course Description

This course helps students understand how computer hardware and software are used to solve computer-related problems from an engineering perspective. Students will explore ways of connecting computers, interfaces, and peripherals using their knowledge of logic gates, computer components, peripherals, programming, networks, and operating systems. Students will also construct systems that use computer programs to interact with hardware, install and configure key computer hardware and software components, develop an understanding of the ethical use of computers, and explore careers in computer engineering.

How This Course Supports the Ontario Catholic School Graduate Expectations

The purpose of Computer Studies in the Catholic faith community is to enable young adults to develop and utilize their gifts and resources to find solutions and develop ideas and concepts that benefit others in a way that models gospel values. The focus of the curriculum is to enable students to become critical and innovative problem-solvers who question the use of human and physical resources as well as understand the implications of computers and related innovations. An emphasis on problem solving models helps students create solutions that recognize our God-given responsibility to respect the dignity and value of the individual, the protection of the environment and ethical and moral use of the world’s resources.

Ethical issues to be discussed in this course may include:

· Intellectual property rights and illegal copying of software;

· Reverse engineering;

· Creation and distribution of viruses;

· Plagiarism;

· Sexual Harassment/discrimination in the workplace;

· Computers and privacy;

· Protecting children on the Internet;

· Responsible research;

· Work and family;

· Impact of information technology on the developing world;

· Working conditions in information technology companies;

· Environmental impact of technology industries.

Course Notes

This course is designed as a prerequisite to Grade 12 Computer Engineering, and leads to post secondary programs in computer programming, electronics, and computer engineering. This course can provide foundation skills and knowledge for a wide variety of careers at the technician, technologist, engineer, and scientist levels. This course prepares students for further study in university/college computer-engineering courses. The combination of theory, practical experience and exploration of career options specific to each activity (i.e., computer technician, technologist, and engineer) also helps students complete and refine their Annual Education Plan. Teachers must ensure students have paper or electronic copies of the expectations being assessed/evaluated in each activity. As students become more familiar with rubrics and checklists, they can be involved in adapting and designing assessment tools. This gives students more ownership of their learning goals and greater self-direction in their learning.

In every unit students work in a hands-on environment and must have clear goals in order to successfully meet course expectations. Teachers must continually conference with students to ensure they understand their progress to date and to suggest areas for improvement.

The activities in each unit begin with terminology and vocabulary and progress through directed activities to open-ended assignments and case studies. The culminating activity for the course is in
Unit 5, Activity 4, where students are required to design, build, and operate a complete interfacing system. This requires the background from the previous activities in Unit 5 as well as the previous four Units. Unit 1 establishes a background with hands-on activities involving assembling computer hardware components and installing operating system software. From individual computers, Unit 2 moves into the installation of hardware and software of networked computers. From this macro perspective of networking, Unit 3 focuses on the micro, namely hands-on activities with individual integrated circuits. These circuits are needed in the culminating Unit 5. The software programming concepts for the culminating activities are introduced in Unit 4. Unit 5 brings many of the hardware and software concepts in the previous units together in the designing, building, and operating of complete interfacing system.

A daily log or electronic journal is a useful tool for students to practise their writing skills and increase their knowledge of computer related terminology. The journal terminology and vocabulary work is primarily focused in the first activity of each unit. The journal may be used for ongoing activities as part of a terminology database, computer career database, computer terminal log, and/or creation of a student portfolio for exemplary work. Throughout the course, students add new knowledge to their portfolio. The portfolio is especially important for summative activities that are concentrated in the last activity of each unit. Students have opportunities to practise time-management skills and follow printed instructions in individual and group work activity.

The use of hardware and software resources are planned to ensure students have access to a network of computers that are not networked into the main school system. Students also require computers that are part of the main system for research and software application tasks. The facilities should allow students to disassemble, design, and assemble a variety of electronic circuits and computer hardware systems. Access to stand-alone, older computers for testing and interface programming is recommended. The community is an ideal source of used equipment. The Computers for Schools program could be another source.

Almost all units in this profile involve hands-on work with live electronic devices. Therefore, a focus on safe technical practices is required in this course. Safe operating procedures should be reviewed on a continuous basis. The use of safety tests and signed safety agreements is highly recommended.

Teachers should review school board policies involving appropriate student use and access to Internet services. See the Grade 10 Computer and Information Science Course Profile for activities to assist students in using the Internet.

Units: Titles and Time

* Unit 1	Hardware/Software/Operating Systems	14 hours
Unit 2	Networking	16 hours
Unit 3	Digital Logic and Electronic Circuits	30 hours
Unit 4	Computer Programming	20 hours
* Unit 5	Computer Interfacing	30 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Hardware/Software/Operating Systems

Time: 14 hours

Unit Description

Students identify and explain the functions of basic components of a typical computer, including its internal components and peripheral devices. Using this knowledge, they disassemble/assemble and upgrade computer hardware. They also install an operating system (OS) and drivers to configure and optimize the computer hardware they have assembled. Through these hardware and software activities, they are able to recommend a computer system based on exacting requirements. Upon completion of these activities, students are able to place hardware and software developments in an historical perspective.

Emphasis is placed on safety as students handle a variety of internal and external components. In addition, a database of hardware components, logs of system changes and upgrades as well as a log of terminology is created by students to assist them in accurately defining terms and listing hardware management techniques. Students also identify employability skills and explore careers in the computer industry. The Christian concepts of moral obligation and fair business practices are reinforced throughout the activities.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	TFV.01, TF2.01, TF2.02 CGE3b, 3f	Knowledge/Understanding Communication Application	Computer components and peripherals
2	SPV.03, SP2.03 CGE3c, 4f	Application	Assembling computer systems
3	TF2.04, SPV.03, SP2.03, SP2.04 CGE3b, 3c	Communication Application	Configuring system boards and installing Operating Systems
4	SPV.02, SP2.02, SP2.04, SP2.05, SP2.06 CGE3b, 3c, 4f	Application	Drivers and System Configuration

Unit 2: Networking

Time: 16 hours

Unit Description

Students identify and explore network components, network types, and topologies. Students use problem-solving skills to apply their knowledge to tasks such as installing network cards and activating the operating system. They install and configure a computer for a network based on an analysis of system requirements and define computer network terminology. Students learn about the importance of network connectivity and infrastructure and how it impacts on our world as well as potential career opportunities in the area of computer networking. Students develop attitudes and values founded on Catholic social teaching and promote social responsibility, human solidarity, and the common good.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	TFV.02, TF2.02, TF2.03, ICV.01, CGE3f, CGE7d, CGE7j	Communication	Networks and components
2	SPV.03, SP2.04, IC1.08, CGE3f, CGE7i	Application	Network cards and activation
3	SPV.03, SP2.04, SP2.07, CGE3f, CGE7j	Application	Network Protocols
4	SPV.03, SPV.04, CGE3f, CGE7j	Application	Intranet working
5	TFV.02, SPV.03, CGE3f, CGE7i, CGE7j	Communication Application	Installing a network to clients’ specifications

Unit 3: Digital Logic and Electronic Circuits

Time: 30 hours

Unit Description

The focus of this unit is on digital logic and how computers represent and process data. Students learn standard codes for internal numbering and character representation as well as binary, decimal, and hexadecimal number systems and their relation to computer logic. Through hands-on activities they learn to identify and hardwire circuits based on the fundamental logic gates (AND, OR, NOR, NAND, NOT, and XOR) as well as decoders and timers. They also use Boolean algebra and devise truth tables to test and describe the functionality of these gates. Students develop an understanding of logic gates, integrated circuits, Boolean algebra, truth tables, and computer data processing by designing and building combinational logic gates. Students also learn to value and respect their own rights, responsibilities and contributions and those of others by exercising Christian leadership in daily work.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	TFV.04, SPV.01, IC1.01, IC1.08, CGE3b, CGE3c, CGE4f	Communication Application	Electronics and components
2	TFV.03, TF1.01, TF1.02, SPV.01, SP1.01, CGE3b, CGE3c	Communication Application	Number systems
3	SP1.01, SP1.02, CGE3b, CGE3c	Application	Number conversions
4	TF1.03, TF1.04, SP1.04, CGE3b, CGE3c	Communication Application	Digital circuits
5	TF1.05, SP1.05, CGE3b, CGE3f, CGE7i	Communication Application	Interaction of logic gates

Unit 4: Computer Programming

Time: 20 hours

Unit Description

This unit focuses on writing a computer program using a problem-solving model. Students develop these programs using the fundamental structures of programming, including variable declarations, assignment statements, input/output, selection, looping, arrays, subroutines, and parameter passing. Each of these fundamental structures is developed in light of their applications to interfacing activities in Unit 5. Students research the social impact of software development and identify software-related careers, keeping in mind their duties as members of the Catholic faith community.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	TFV.05, IC1.08, CGE3f, CGE7j	Communication Application	Programming environment
2	TF3.01, TF3.02, SP3.01, SP3.02, CGE3b, CGE3c, CGE3f	Knowledge/Understanding Communication Application	Programming solutions
3	TF3.03, SP3.01, SP3.02, CGE3b, CGE3c, CGE3f, CGE7j	Communication Application	Application of fundamental programs
4	TF3.02, TF3.04, TF3.05, SP3.01, SP3.02, CGE3b, CGE3c	Communication Application	Storing and using data
5	ICV.01, ICV.02, ICV.03, ICV.04, IC1.04, IC1.07, CGE3f, CGE7i, CGE7j	Communication Knowledge/Understanding Application	Impact and careers

Unit 5: Computer Interfacing

Time: 30 hours

Unit Description

The students design, build, and operate interfacing systems. They apply and integrate their hardware and software knowledge from the previous four units. They also design and build interfacing systems for communicating between the computer and peripheral devices. Students research the social impact of hardware and software development and identify engineering-related careers. They explore the possibilities for solutions to moral and ethical problems made available with computer-based technology.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	TVF.01, TF2.01, CGE2b, CGE2e, CGE3f, CGE7i, CGE7j	Knowledge/Understanding	Identifying interface hardware and software components and terminology
2	TVF.05, TF1.02, SPV.01, SP1.01, SP3.01, SP3.02, CGE3b, CGE3c, CGE4f	Thinking/Inquiry Application	Applying computer programming concepts of Unit 4 to the software needed for particular interfacing systems.
3	TVF.01, TF2.02, SP2.02, CGE3b, CGE4f	Knowledge/Understanding Thinking/Inquiry	Students design hardware interfaces and peripherals for the interfacing systems to be built in Activity 4.
4	TVF.01, TF2.02, SPV.02, SP1.03, SP2.01, SP2.02, CGE3b, CGE3c	Application Communication	Construct and operate entire interfacing systems.
5	ICV.03, ICV.04, IC1.02, IC1.03, IC1.05, IC1.06, IC1.07, CGE3b, CGE3f, CGE4f, CGE5a	Thinking/Inquiry Communication	Explore the social impact of computer technology and career opportunities in engineering.

Teaching/Learning Strategies

Through hands-on activities students assemble circuits, write computer programs, build interfacing systems, and install hardware and software components. Students also generate progress reports, compose written assignments, and write terminology tests. Socratic lessons, teacher demonstrations, and research activities provide students with the necessary terminology and methodology necessary to complete the various activities. New terminology and concepts should be continually added to an electronic journal. The entries are made when the first activity in each unit is introduced. These entries include the summative activities in each unit.

Classroom discussions, brainstorming, and collaborative and/or cooperative learning are used to assist students to meet course expectations. Case study exercises are used extensively in Activity 5 of both Units 1 and 2, where recommendations are made as to hardware and software requirements for specific situations. Ethical considerations such as legal software licenses are addressed. In Unit 3 students build digital hardware components, and in Unit 4 they establish the software programming needed for the culminating activities in which students build and operate complete interfacing systems (Unit 5,
Activity 4). Again, ethical issues such as pirated software and military-type interfaces should be discussed.

After practical experience in writing software in Unit 4 and completing hands-on interfacing activities in Unit 5, students research, write reports, and make presentations on careers and on the social impact of software development and engineering activities in these fields. Upon completion of this course, students have demonstrated the ability to apply skills and knowledge to practical work tasks that involve planning, designing, implementing, and problem solving. They also have investigated careers opportunities and the impact of these careers on society. Throughout the activities, teachers should reinforce the Christian values as outlined in the Catholic Graduate Expectations, through specific tasks in each activity.

Assessment & Evaluation of Student Achievement

Diagnostic testing is incorporated at the beginning of the units for teachers to assess the knowledge variance and experiences of students in their classes. Teachers assess/evaluate students in a formative manner by using informal, daily conferences with students to focus on skills and knowledge, teamwork, cooperative learning, etc. Checklists are used to assess the operational steps of a process.

Self-assessment is also to be used to help students develop a sense of responsibility for their own learning. Teacher-student conferencing provides clarity, maintains the expected standards, and assists students in defining steps they need to take for improvement. Periodic review of student portfolios assists the teacher in providing students with formative assessment feedback. Also self- and peer assessment within group work situations help to identify students and/or groups who need support. Performance tests are effective for assessing the achievement of knowledge and skills. These performance tests could be paper-and-pencil tests on required programming concepts, definitions of digital circuit components, or design concepts. The vocabulary used in the test questions reflect terms developed in the activities.

Although students are encouraged to write answers in proper sentence form, questions and answers that involve diagrams can be an effective assessment instrument.

Students are provided with opportunities to demonstrate the highest level of their achievement of the expectations in the four achievement categories.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Accommodations

The following are strategies used in the units:

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

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

· providing 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;

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

· grouping weaker students with stronger students to assist in instructional remediation;

· 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 so they have a better understanding of the 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 those students requiring enhancement of program;

· using visual and audio-visual aids;

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

· providing for alternative displays of achievement such as oral testing, taped answers, and scribing for students with writing difficulties;

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

Environmental Concerns

· Checking with administration, academic resource personnel, and guidance counsellors to ensure all aids, environmental issues, safety precautions, and assistance for students to achieve success are in place.

· Dialoguing/conferencing with students to ensure accommodations meet the needs of the students.

Assessment Accommodations

· Providing additional review for students having difficulty integrating all the structures.

· Allowing for non-timed evaluations.

· Ensuring students understand assessment/evaluation tools.

· Providing the option for oral testing and demonstrations of skills.

Enrichment

· Organizing more advanced problems (design work, research paper, alternate interfacing projects).

· Appointing students as assistant site administrators.

Physical Accommodations

· Providing appropriate adaptive devices (e.g., large screen monitors, touch screens, etc.).

· Providing support for hands-on sessions.

Instructional Accommodations

· Providing peer tutoring.

· Providing flexible timelines.

· Encouraging small group learning.

· Encouraging student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation.

· Providing written materials for students having difficulty processing auditory information.

· Providing handouts to reinforce demonstrations.

· Providing supplementary print and/or audiovisual aids to support activities.

Resources

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.

Note Concerning Permissions

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Human Resources

Community libraries, and school Library/Resource Centre.

Community partners and computer industry personnel. Consider businesses with high computer usage that consistently replace equipment (start with computer support personnel). The technology support at these same businesses can provide valuable assistance.

School board technical service personnel.

Print

Baker, J. Digital Computer Technology: An Introduction. Toronto: McGraw-Hill Ryerson, 1983.
ISBN 0-13-211947-1

Blissmer, Robert H. Introducing Computers. New York: John Wiley & Sons, Inc., 1991.
ISBN 0471-53443-9

Gregg, Kenneth. Windows Networking Basics. Harper Collins Canada, 1998. ISBN 0764532146

Kearns, Dave. Sams Teach Yourself Windows Networking in 24 Hours. Sams, 1998. ISBN 0672314754

Keogh, Jim. Core MCSE: Networking Essentials. Prentice-Hall of Canada Ltd., ISBN 0130107336

Lawrence, Orville. Computer Technology. Toronto: McGraw-Hill Ryerson, 1984. ISBN 0-07-548711-X

Magendanz, Thomas and Radu Popescu-Zeletin. Intelligent Networks: Basic Technology, Standards & Evolution. International Thomson Press, 1996. ISBN 1850322937

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

Operating system manuals and reference texts

Parsons, Oja. Computer Concepts.1996. ISBN 0-7600-3440-0

Shelly, Gary and Thomas Cashman. Computer Fundamentals for an Information Age. California: Anaheim Publishing Co., 1984. ISBN 0-88236-125-2

Smyth, Graham and Christine Stephenson. Computer Engineering: An Activities-Based Approach. Toronto: Holt Software, 2000. ISBN 0-921598-36-X

The Whole Internet: The Next Generation. O’Reilly and Associates Inc., 1999. ISBN 1-56592-428-2

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

Software

Operating systems (e.g., DOS, Macintosh, Windows, UNIX, or others)

OESS software tools (e.g., Corel WordPerfect, Microsoft Works, Appleworks, etc.)

Web and FTP server and client applications

Video

The Journey Inside. Intel Corporation. Part of The Journey Inside education kit

http://secure.wesweb.com/intel/form.htm

Contains two videos, an instructional binder, and electronic components.

Websites

How Things Work – http://howthingswork.com

Novell Network Primer – http://www.novell.com/catalog/primer/primer.html

IT Careers – http://www.itcareers.com

Intel Resources – http://www.intel.com/education/k12/resources/index.htm

Cisco Certification CCIE – http://www.cisco.com/warp/public/625/ccie/

Microsoft Educational Resources – http://www.microsoft.com/education/instruction/default.asp

3Com’s Netprep programme – http://education.3com.com/Netprep/index.html

Vatican – Catholic Perspective on Technology – http://www.vatican.va

Online Ethics Centre for Science and Engineering – http://www.onlineethics.org

Computer Professionals for Social Responsibility – http://www.cpsr.org/

Privacy International – http://www.privacyinternational.org/

Electronic Privacy Information Centre – http://www.epic.org/

Business Ethics Magazine – http://www.business-ethics.com/

OSS Considerations

The Grade 11 Computer Engineering Course is designated as a Computer Studies course. The Computer Studies courses offered at the Grade 11 level are University/College Preparation or Workplace Preparation. (See The Ontario Curriculum, Grades 9 and 12, Program Planning and Assessment, 2000 for a description of the different types of secondary school courses). This course is designed to provide students with a solid background in the relationships between software and hardware and prepares them for Computer Engineering studies in Grade 12, post-secondary education, or entry into the workplace. Anti-discrimination education, equity, career goals/cooperative 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.

Coded Expectations, Computer Engineering, Grade 11,
University/College Preparation, ICE3M

Theory and Foundation

Overall Expectations

TFV.01 · identify the function and interaction of basic computer components and peripherals;

TFV.02 · describe the relationship among computer hardware, networks, and operating systems;

TFV.03 · explain internal number and character representation systems and how to make conversions among them;

TFV.04 · explain the function of logic gates and combinations of gates;

TFV.05 · describe a problem-solving model and the fundamental programming constructs required to implement it.

Specific Expectations

Computer Logic and Electronics

TF1.01 – explain how binary, decimal, and hexadecimal number systems relate to computer logic;

TF1.02 – identify standard ways of representing characters (e.g., ASCII, EBCDIC);

TF1.03 – describe the function of decoder and timer chips and the fundamental logic gates AND, NAND, OR, NOR, XOR, and NOT;

TF1.04 – explain how Boolean algebra relates to the fundamental logic gates;

TF1.05 – describe how combinations of logic gates interact.

Hardware, Interfaces, and Networking Systems

TF2.01 – explain the function and interaction of the basic components (e.g., CPU, I/O devices, memory) of a computer system;

TF2.02 – describe the function and interaction of computer peripherals (e.g., mouse, keyboard, screen, printer);

TF2.03 – identify differences between stand-alone and network hardware;

TF2.04 – describe similarities and differences between network and desktop operating systems.

Programming Concepts

TF3.01 – define constants, variables, expressions, and assignment statements, including the order in which the operations are performed;

TF3.02 – describe how computers store and work with different types of data, including numbers, characters, and arrays;

TF3.03 – explain how selection and repetition structures are used in computer programs;

TF3.04 – describe how subroutines are used in computer programs;

TF3.05 – explain parameter passing and scope.

Skills and Processes

Overall Expectations

SPV.01 · use internal numbering, character representation systems, and logic gates;

SPV.02 · construct systems that use computer programs to interact with hardware components;

SPV.03 · properly install and configure key computer hardware and software components;

SPV.04 · use network services to facilitate intranet working among workstations.

Specific Expectations

Computer Logic and Electronics

SP1.01 – perform base-to-base conversions;

SP1.02 – perform simple arithmetic with whole numbers in binary;

SP1.03 – build an interface that visually displays internal representations of numbers and characters;

SP1.04 – generate truth tables to represent logic gates and Boolean equations;

SP1.05 – assemble electronic circuits using a series of logic gates.

Hardware, Interfaces, and Networking Systems

SP2.01 – build interfaces that control hardware components (e.g., LEDs, direct current motors, and stepper motors);

SP2.02 – verify the correctness of the input and output of a system consisting of a computer, interface, and a hardware device;

SP2.03 – properly install and configure key software and hardware components and peripherals;

SP2.04 – properly install and configure a workstation operating system, including a network connection;

SP2.05 – demonstrate an ability to download freeware utilities;

SP2.06 – use utilities to compress and expand files;

SP2.07 – properly implement standard network protocols for file transfer.

Programming Practices

SP3.01 – use design tools to plan programming solutions (e.g., flow charts, pseudocode, structure charts);

SP3.02 – apply fundamental programming constructs by writing, testing, and debugging programs.

Impact and Consequences

Overall Expectations

ICV.01 · describe examples of rapid change in information technology;

ICV.02 · describe the impact of computer technology on society;

ICV.03 · describe issues relating to the ethical use of computers;

ICV.04 · identify computer engineering career paths.

Specific Expectations

IC1.01 – describe the evolution and historical impact of developments in computer hardware;

IC1.02 – explain how computer technology affects daily life;

IC1.03 – describe issues that arise from the growing use of networked systems (e.g., complexity, compatibility, security);

IC1.04 – examine a number of available sources of information using a computer network and evaluate their ease of use and reliability;

IC1.05 – describe the computer expertise required for engineering and technology careers;

IC1.06 – identify postsecondary educational opportunities leading to careers in engineering and technology, as well as their entry requirements;

IC1.07 – use a variety of software applications to make class presentations on ethical issues in computing;

IC1.08 – use appropriate strategies to avoid potential health and safety problems associated with computer use, such as musculo-skeletal disorders and eyestrain.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Hardware/Software/Operating Systems

Unit 2: Networking

Unit 3: Digital Logic and Electronic Circuits

Unit 4: Computer Programming

Unit 5: Computer Interfacing

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Human Resources

Print

Software

Video

Websites

OSS Considerations

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations