Course Profile   Integrated Technologies, Grade 9 open, Catholic

 

Unit #2

 

Activity 1 | Activity 2 | Activity 3 | Activity 4

 

Title: A Computer Studies Theme

Time: 1440 minutes

 

Unit Developer

Roy Parteno, DPCDSB

 

Development Date: March, 1999

 

Unit Description:

Through this unit, students will learn computer concepts as a base for further studies. Students will learn and apply an information science problem solving method, use software tools to research and solve specific problems, and study the impact of computer technology at home and in the world of work. Students will explore the fundamental concepts needed to design a computer program, write and document simple computer programs and explain the roles of various computer components and products.

 

Strands and Expectations

 

Ontario Catholic School Graduate Expectations: CGE 1i; 2a, b, c, d; 3b, c, f; 4b, f; 5a, e; 7c, j

 

Strands: Theory and Foundation, Skills and Processes, Impact and Consequences

 

Overall Expectations: TFV.01X, TFV.02X, TFV.04X, TFV.05X, SPV.02X, SPV.03X, SPV.05X,

ICV.01X, ICV.02X, ICV.01X

 

Specific Expectations: TFS.02X,TFS.06X,TFS.07X, SPS.03X, SPS.04X, SPS.05X, SPS.06X,

ICS.02X, ICS.05X, ICS.07X

 

Activity Titles & Sequence

 

Activity #1

What is Computer Technology?

210 minutes

Activity #2

Use of Computer Technology

210 minutes

Activity #3

Computer Technology at Home and Work

210 minutes

Activity #4

Problem Solving and Programming

700 minutes

 

Prior Knowledge Required

It is assumed that students may have little or no experience with computer hardware and programming, but that most would have some keyboarding background and some experience with the use of common Ministry-licensed software tools such as a word processing, spreadsheet and database programs. If most students do not have some background with these types of software, extra time should be taken to provide brief instruction, with experienced students acting as peer guides and tutors.

 

Teaching/Learning Strategies

The delivery of this unit will provide students with different delivery modes including brainstorming, conferencing, peer practice and teaching, research, class discussions, interviews, process notes, hands-on computer activities, and Socratic lessons.

 

Assessment and Evaluation

Diagnostic and Formative Assessment

The nature of computer studies is such that some students will already have considerable computer knowledge and skills while others will have very little. A diagnostic test may help identify knowledge and skills levels and allow teachers to make sure that all students are challenged. A mixture of assessment strategies including assignments, computer skill demonstration, quizzes and tests, roving conferences, presentations and a unit end project will be used to gather assessment information towards a unit evaluation.

 

Summative Evaluation

A unit test after the fourth activity and final applied programming assignment are appropriate methods of gathering information for a summative evaluation

 

Resources

Software

•   current Ministry of Education licensed software (Corel Suite, Filemaker Pro)

•   a programming language, one already in use in Grade 10-12 Computer Studies courses

Print

•   The Don’t Panic Guide to Programming, Holt Software Associates, 1999

•   Computer Science An Overview, J. Glenn Brookshear, Addison-Wesley, 1997, ISBN 0-8053-4632

•   Teaching Thinking, Edward DeBono, Pelican Books, 1986, ISBN 0-14-0221163-8

•   Learning to Use Microsoft QuickBasic, Microsoft, 1990

•   Filemaker Pro User’s Guide, Claris, 1992

•   An Introduction to Programming Using Visual Basic 5.0, David Scheider, Prentice Hall, 1998, ISBN 0- 13-875857-3

Websites

http://cs.dpcdsb.org/stjoes/computers/tricomm/ex1.html

http://ei.cs.vt.edu/~cs3604/lib/WorldCodes/WorldCodes.html

http://www.uwo.ca/IP/policies/wwwpol.html

http://www.comlab.ox.ac.uk/archive/other/museums/computing.html

http://www.cs.cmu.edu/People/Xavier/

http://www.net.org/

 

Unit Planning Notes:

•   The focus of the unit is for students to learn about computer technology and its appropriate use from several different viewpoints, and to create computer technology in the form of simple computer programs.

•   The software and computer programming languages used in this unit depend upon what software is available in the school.

 

 

Activity #1

 

Title: What is Computer Technology?

Time: 210 minutes

 

Description

Students will explore the roles of computers, operating systems and networks. Through group work and class discussion, students will gain an understanding of the function and cost of common computer components. They will use application software to create a tool that will compute the total price of various computer systems.

 

Strands and Expectations

 

Ontario Catholic School Graduate Expectations: CGE5a

 

Strands: Theory and Foundations, Skills and Processes

 

Overall Expectations: TFV.04X

 

Specific Expectations: TFS.07X, SPS.05X , SPS.06X

 

Planning Notes

•   Do an inventory of software packages that students will have access to in the classroom or computer lab.

•   Review and modify the initial diagnostic self-assessment to reflect the local resources, this assessment information is for use throughout the unit (Appendix 1.0).

•   Review the Computer Technology Role/Tasks Chart and modify for local use (Appendix 1.1).

•   Gather pricing information on computer components in various media formats (print, electronic).

 

 

Prior Knowledge Required

•   keyboarding skill

•   some experience with software tools (spreadsheet, database)

 

Teaching Learning Strategies     

Students will:

•   use brainstorming, research, and class discussion to explore the roles and tasks of key computer technology components.

•   complete the computer Technology Roles/Tasks Chart as the unit progresses (Appendix 1.1).

•   research the pricing of current computer components using available sources such as newspapers, computer publications and web sites,

•   use available software resources to research, analyze and organize and communicate computer component pricing information based upon current Canadian information.

•   compare Canadian and foreign pricing of computer components and identify leaders in Canadian hardware and software development.

•   construct a web page with links to and descriptions of Canadian computer hardware sites (extension activity).

 

Teachers will:

•   administer a diagnostic self-assessment to determine current knowledge, skills and strengths (Appendix 1.0).

•   introduce the concepts of computer hardware, operating systems and networks via a brainstorming session and subsequent class discussion.

•   direct students to research sources if more information is required.

•   distribute the Computer Technology Roles chart (Appendix 1.1) to be completed as the unit progresses.

•   teach students the login/start-up practice for the classroom computers.

•   group students to research computer component pricing and use software applications such to create an analysis tool such as a spreadsheet of components to price out systems, or a database to compare component pricing of Canadian and foreign goods.

•   assist students in selection of what they believe is the most appropriate tool for the task.

•   make students aware of related resources in the school resource centre.

•   assist the class or small groups in the use of application software.

 

Assessment/Evaluation

The teacher and students will gather assessment information based upon the specific expectations outlined for this activity.

•   a formative self-assessment using multi-group meetings to informally assess the required research, analysis, organization and communication of computer component pricing information

•   a summative assessment at the end of the unit (Appendix 1.2)

 

Accommodations

•   Use grouping as a means of allowing stronger students to develop enhanced work and/or to pair  students for peer teaching.

•   Provide adaptive physical devices (eg specially designed keyboards) for identified students.

•   Use visual aids to assist students as needed.

•   Use a variety of teaching styles to accommodate learning styles.

 

Resources

•   http://cs.dpcdsb.org/stjoes/computers/tricomm/ex1.html

•   Computer advertisements from various media

•   The “Don’t Panic” Guide to Programming

 

 

Activity #2

 

Title: Use of Computer Technology

Time : 210 minutes

 

Description

Students will use a conventional Computer Studies problem solving method and the local existing acceptable use policy to create a set of procedures and guidelines for correct and acceptable use of computer technology.

 

Strands and Expectations

 

Ontario Catholic School Graduate Expectations: CGE2b, CGE2d, CGE4a

 

Strands: Theory and Foundations, Skills and Processes, Impact and Consequences

 

Overall Expectations

At the end of Grade 9, students will: SPV.03X, ICV.05X

 

Specific Expectations

Students will: TFS.02X, SPS.03X, ICS.02X

 

Planning Notes

•   Ensure that students have access to local (school/district) acceptable–computer–use policy (or  use one from another district or organization).

 

Prior Knowledge Required

•   familiarity with login/start-up procedures from Activity #1

 

Teaching/Learning Strategies

Students will:

•   apply a conventional Computer Studies problem solving method

•   use the problem solving method and the local existing acceptable use policy to create a set of procedures and guidelines for correct and acceptable use of computer technology

•   decide what roles group members should take

•   choose a medium for the development of the procedures and guidelines

•   share guidelines and procedures with other groups as a means of seeing other solutions and getting feedback

•   complete the Computer Technology Roles/Task chart on the basis of how computers, operating systems and networks are included in the procedures and guidelines (integration of Activity #1)

•   research other Canadian institutions acceptable use policies and report similarities and differences.(Extension activity)

 

Teachers will:

•   introduce the problem solving process and apply it to a simple non-computer situation (Appendix 2.1).

•   instruct the students to use the problem solving process to develop a useful and easy to understand login guide and a guideline for computer use.

•   outline local safe practice in the handling of all computer hardware.

•   relate acceptable–use policies to respect for property and the rights of others to the use of technology in light of Catholic teaching.

•   encourage students to look at the use of technology from a user point of view.

•   make students aware of related resources in the school resource centre.

•   discuss care for the environment as a type of acceptable use (eg use of recycled paper, vegetable inks).

 

Assessment/Evaluation

Assessment information will be gathered through:

•   a formative assessment using a quiz to test knowledge and application of the problem solving process

•   a formative assessment in the form of a group checklist of their completed product (Appendix 2.2)

•   a summative assessment of the final product (Appendix 2.3)

 

Accommodations

•   Allow students to modify existing guidelines and procedures as opposed to creating them.

•   Be prepared to modify the composition of the groups.

•   Provide extra instructions on a group by group means.

•   Provide adaptive physical devices (e.g. specially designed keyboards) for identified students.

•   Use a variety of teaching styles to accommodate learning styles.

 

Resources

Software

•   current Ministry of Education licensed software (Corel Suite, Filemaker Pro)

•   a programming language preferably one already in use in Grade 10 - 12 Computer Studies courses

 

Print

•   Computer Science An Overview, J. Glenn Brookshear, Addison-Wesley, 1997, ISBN 0-8053-4632

•   Teaching Thinking, Edward DeBono, Pelican Books, 1986, ISBN 0-14-0221163-8

•   Filemaker Pro User’s Guide, Claris, 1992

 

Websites

http://cs.dpcdsb.org/stjoes/computers/tricomm/ex1.html

http://ei.cs.vt.edu/~cs3604/lib/WorldCodes/WorldCodes.html

http://www.uwo.ca/IP/policies/wwwpol.html

 

 

Activity #3

 

Title: Computer Technology in the Workplace

Time : 210 minutes

 

Description

Students research the effect of new technology on the workplace and their community through the design and administration of a survey of people in the community. Students use the software tools of their choice to construct a computer presentation of their findings at the end of the unit.

 

Strands and Expectations

 

Ontario Catholic School Graduate Expectations: CGE2a, CGE2c

 

Strands: Theory and Foundations, Skills and Processes, Impact and Consequences

 

Overall Expectations: TFV.04X, ICV.03X, SPV.02X, TFV.01X

 

Specific Expectations: SPS.03X, ICS.05X, TFS.08X

 

Planning Notes

•   Review the sample survey ( Appendix 3.1).

•   Review local standards or guides for class presentations and the specific expectations for use in construction of a presentation rubric.

 

Prior Knowledge Required

•   use of e-mail if available used in the activity

•   use of classroom tool software

 

Teaching Learning Strategies

Students will:

•   design and administer a survey to people in the community to gather information about the use and effects of computer technology at home and work.

•   use software tools of their choice to construct a computer presentation of their findings including a visual representation of the collected data.

•   complete a personal reflection that relates the effects of computer technology on people’s lives to Gospel values.

•   complete the Computer Technology Roles/Task Chart on the basis of how computers, operating systems and networks were mentioned in their surveys (integration of Activity #1).

 

Teachers will:

•   distribute a sample survey for discussion.

•   remind students to keep in mind the roles and tasks of computers, operating systems and networks in the design of their surveys.

•   suggest ways that students may direct and modify the survey (eg; a particular type of industry) to allow students to set their own goals within the activity.

•   ask students to relate the computer skills they are learning to those used in the world of work.

•   instruct students as to how to send and gather surveys by e-mail or fax.

•   assist students in the location of related resources in the school resource centre.

•   start a class discussion that relates the impact of technology on people’s lives to Catholic teachings.

 

Assessment/Evaluation

•   a formative assessment in the form of a roving conference to discuss survey design with small groups

•   a formative assessment using a skill demonstration of e-mail or fax distribution/collection of community surveys

•   a summative assessment in the class presentation of survey findings including visual representation of data

•   a summative assessment in the completion of personal reflection that relates survey findings to Gospel values (see Assessment/Evaluation of Personal and Christian Development in Unit #1)

 

Accommodations

•   Provide application software instruction as needed.

•   Allow students to create non-verbal guidelines.

•   Provide adaptive physical devices (eg specially designed keyboards) for identified students.

•   Use a variety of teaching styles to accommodate learning styles.

 

Resources

 

Software

•   current Ministry of Education licensed software (Corel Suite, Filemaker Pro)

•   a programming language preferably one already in use in Grade 10 - 12 Computer Studies courses

 

Print

•   Computer Science An Overview, J. Glenn Brookshear, Addison-Wesley, 1997, ISBN 0-8053-4632

•   Filemaker Pro User’s Guide, Claris, 1992

 

Websites

•   http://cs.dpcdsb.org/stjoes/computers/tricomm/ex1.html

•   http://www.comlab.ox.ac.uk/archive/other/museums/computing.html

•   http://www.cs.cmu.edu/People/Xavier/

•   http://www.net.org/

 

 

Activity #4

 

Title: Problem Solving and Programming

Time : 700 minutes

 

Description

Students use a programming environment to write, save, load and modify simple programs. Students apply a problem solving method to computer programming and explain and use the fundamental concepts of sequence, selection and repetition. They will document and debug programs and apply the problem solving and programming skills to complete a final programming project. They should apply the problem solving process to select a program, decide how to approach, design, implement and test it to see if any changes are needed.

 

Strands and Expectations

 

Ontario Catholic School Graduate Expectations: CGE3c, CGE5a

 

Strands: Theory and Foundations, Skills and Processes, Impact and Consequences

 

Overall Expectations: TFV.05X, SPV.05X

 

Specific Expectations: TFS02X, SPS.09X, SPS.04X, ICS.05X

 

Planning Notes

•   Gather existing local resources.

•   Review graphics capability of programming language.

 

Prior Knowledge Required

•   use of application software from previous activities

•   no prior knowledge of computer programming should be assumed or required

 

Teaching Learning Strategies

Students will:

•   apply a problem solving method to computer programming (Appendix 4.3).

•   explain and use the fundamental concepts of sequence, selection and repetition

•   document and debug programs.

•   apply problem solving and programming skills to complete a final programming project involving the selection of a program, the decision as to how to design, implement and test it.

•   complete the Computer Technology Roles Task chart on the basis of how computers, operating systems and networks are involved in the computer programming process (integration of Activity #1).

 

Teachers will:

•   introduce a programming environment.

•   demonstrate the writing and use of simple computer programs;

•   program documentation; and

•   debugging strategies and methods.

•   explain and demonstrate the fundamental concepts underlying the creation of a computer program (Appendix 4.3).

•   provide sample well-written programs that use the fundamental concepts.

•   relate to the handling of graphics in a program, as in a computer game, to the fundamental programming constructs.

•   assist students in the selection of a programming idea for the programming project.

•   assist students in the location of related resources in the school resource centre.

•   provide oral feedback for students’ programs.

•   discuss the use of computer programs in light of Catholic values (such as the writing of computer viruses, or programs to hack into companies and organizations)

•   relate program tasks studied in class to world of work computer programs.

•   provide an introduction to releted co-operative education programs in the school.

 

Assessment/Evaluation

•   formative assessment in roving conferences to see that students can explain and use simple programming commands.

•   formative assessment in the completion of a small programming assignment using a simple programming rubric (Appendix 4.2)

•   summative assessment of the final programming project (Appendix 4.2 )

 

Accommodations

•   prepare programs for students to modify instead of having create them

•   use group work to organize peer teaching and tutoring

 

Resources

Software

•   a programming language, one already in use in Grade 10 - 12 Computer Studies courses

 

Print

•   The Don’t Panic Guide to Programming, Holt Software Associates, 1999

•   Computer Science An Overview, J. Glenn Brookshear, Addison-Wesley, 1997, ISBN 0-8053-4632

•   Learning to Use Microsoft QuickBasic, Microsoft, 1990

•   An Introduction to Programming Using Visual Basic 5.0, David Scheider, Prentice Hall, 1998, ISBN 0- 13-875857-3

 

Websites

http://cs.dpcdsb.org/stjoes/computers/tricomm/ex1.html

 

Appendix 1.0

 

Sample Unit Timeline - based upon 20 periods

 

Period

Activity #

Planned Activity / Student Work

1

1

Diagnostic Assessment, Computer

2

1

Cost of Computer Components Activity

3

1

Cost of Computer Components Activity

4

2

Introduction to Problem Solving

5

2

Acceptable Use Activity

6

2

Acceptable Use Activity

7

3

Use of Computer Technology Survey

8

4

Introduction to Programming Environment

9

4

Fundamental Concepts - Sequence, Problem Solving

10

4

Fundamental Concepts - Selection

11

4

Fundamental Concepts - Repetition

12

4

Fundamental Concepts - Program Documentation

13

4

Fundamental Concepts - Program Debugging

14

4

Programming Project

15

4

Programming Project

16

4

Programming Project

17

4

Programming Project

18

3

Use of Computer Technology Group Presentations

19

3

Use of Computer Technology Group Presentations

20

 

Unit Test

 

 

Unit 2 Diagnostic Self-Assessment

 

Please check the areas that best describe you  Name:______________________________

 

Skill Area

I have no experience

I have some experience

I am very comfortable

I could assist others

Word Processing

 

 

 

 

Spreadsheet

 

 

 

 

Database

 

 

 

 

Web Pages

 

 

 

 

Drawing Package

 

 

 

 

Programming

 

 

 

 

Other (specify)

 

 

 

 

 

Appendix 1.1

 

 

Computer Technology Roles/Task Chart and Rubric

 

Describe the role and/or task of computers, operating systems and networks as they apply to each of activities #2, #3 and #4.

 

 

Activity #2

Activity #3

Activity #4

Computers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Operating Systems

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Networks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 1.2

 

 

Computer Technology Roles/Task Chart Rubric

 

Criteria

1

2

3

4

Knowledge of facts and concepts

TFV.04X

SPS.06X

demonstrates limited knowledge of computer systems and costs

demonstrates some knowledge of the computer systems and costs

demonstrates considerable knowledge of computer systems and costs

demonstrates thorough knowledge of computer systems and costs

Thinking Skills

TFS.07X

 

demonstrates limited ability to analyse and categorize tasks and roles of computer systems

demonstrates some ability to analyse and categorize tasks and roles of computer systems

demonstrates considerable limited ability to analyse and categorize tasks and roles of computer systems

demonstrates thorough ability to analyse and categorize tasks and roles of computer systems

Communication of information

CGE5a

demonstrates limited effectiveness as a team member

demonstrates some effectiveness as a team member

demonstrates considerable effectiveness as a team member

demonstrates high effectiveness as a team member

Application of computer technology

SPS.05X

demonstrates limited ability to research and solve problems using software applications

demonstrates some ability to research and solve problems using software applications

demonstrates considerable ability to research and solve problems using software applications

demonstrates high ability to research and solve problems using software applications

Making Connections

ICS.05X

demonstrates limited ability to relate knowledge to technology in the workplace

demonstrates some ability to relate knowledge to technology in the workplace

demonstrates considerable ability to relate knowledge to technology in the workplace

demonstrates high ability to relate knowledge to technology in the workplace

 

Appendix 2.1

 

 

The Problem Solving Process

 

Stage

Actions

Example: buying a new CD player

Problem Definition

gather all information needed to solve the problem

read up on CD players in magazines, find out about features that some players offer

Analysis

look at various means of solving the problem

compare various models that are for sale for the set of features that you want

Design

choose one method of solving the problem and form a detailed plan

decide on the CD player that you want, look for the best pricing on that unit

Implementation

put the plan into action

go to the store with your money, ask to see the player

Testing

make sure that the plan works

try out all features of the CD player

Maintenance

make adjustments to the plan based upon testing and use it

buy the CD player and use it

 

The Problem Solving Process Applied to the Login Guide

 

Stage

General Actions

Login Guide

Problem Definition

gather all information needed to solve the problem

determine purpose and contents of a login guide

Analysis

look at various means of solving the problem

compare various types of solutions such as a handout, index cards, or a poster. Look at the advantages and disadvantages of each and select one.

Design

choose one method of solving the problem and form a detailed plan

plan the contents and organization of the chosen solution e.g. poster, handout

Implementation

put the plan into action

create the login guide

Testing

make sure that the plan works

get informal peer and teacher input

Maintenance

make adjustments to the plan based upon testing and use it.

then update the guide based upon testing input and put the new guide into use in the classroom

 

Appendix 2.2

 

 

Login/Start-up Procedure & Class Guideline Group Checklist

 

Item

Yes / No

Login Procedure

The procedure is complete.

 

The procedure is correct.

 

The procedure is ordered correctly.

 

The procedure demonstrates thinking of how a user will interpret it.

 

There are no spelling and grammar errors.

 

The procedure is written clearly.

 

Computer Use Guidelines

The guidelines reflect the acceptable–use policy material made available.

 

There are no spelling and grammar errors.

 

The procedure is written clearly.

 

The group can identify ideas used by other groups that would improve their work.

 

 

Appendix 2.3

 

 

Computer Use Procedures and Classroom Guidelines Rubric

 

Criteria

1

2

3

4

Knowledge of facts and concepts

TFS.02X

demonstrates limited knowledge of the problem solving process

demonstrates some knowledge of the problem solving process

demonstrates considerable knowledge of the problem solving process

demonstrates thorough knowledge of the problem solving process

Thinking Skills

CGE2b

 

demonstrates limited comprehension and usage of acceptable use policy (written materials)

demonstrates some comprehension and usage of acceptable use policy (written materials)

demonstrates considerable comprehension and usage of acceptable use policy (written materials)

demonstrates thorough comprehension and insightful usage of acceptable use policy (written materials)

Communication of information

CGE2d, SPS.03X

demonstrates limited ability to speak and write clearly in the creation of procedures and guidelines and to share information

demonstrates some ability to speak and write clearly in the creation of procedures and guidelines and to share information

demonstrates considerable ability to speak and write clearly in the creation of procedures and guidelines and to share information

demonstrates high ability to speak and write clearly in the creation of procedures and guidelines and to share information

Application of computer technology

SPV.03X

ICS.02X

demonstrates limited ability to handle computer hardware and electrical opponents

demonstrates some ability to handle computer hardware and electrical opponents

demonstrates considerable ability to handle computer hardware and electrical opponents

demonstrates ability to handle computer hardware and electrical opponents

Application of computer technology

SPV.03X

demonstrates limited ability to use software applications to research and solve problems

demonstrates some ability to use software applications to research and solve problems

demonstrates considerable ability to use software applications to research and solve problems

demonstrates high ability to use software applications to research and solve problems

Application of computer technology

ICS.05X

demonstrates limited ability to apply an acceptable policy to a local situation

demonstrates some ability to apply an acceptable policy to a local situation

demonstrates considerable ability to apply an acceptable policy to a local situation

demonstrates extensive ability to apply an acceptable policy to a local situation

Making Connections

CGE4a

demonstrates limited ability to relate acceptable use to the dignity and welfare of others

demonstrates some ability to relate acceptable use to the dignity and welfare of others

demonstrates considerable ability to relate acceptable use to the dignity and welfare of others

demonstrates insight in the ability to relate acceptable use to the dignity and welfare of others

 

Appendix 3.1

 

 

Sample Computer Use Survey

 

This survey is a sample of one that could be used with people who are currently using some form of computer technology in their work.

 

Question

 

 

How long have you used a computer at work?

 

Have you completed computer training for your job?

Yes

No

 

If YES, did your company provide the training?

Yes

No

Do you see a need for computer training in the future?

Yes

No

Please describe how computer technology has changed your job.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 3.2

 

 

Computer Technology in the Home and Workplace Rubric

 

Criteria

1

2

3

4

Knowledge of facts and concepts

TFV.04X

ICS.05X

provides limited description of scope and impact of technology at home, leaisure, school and work

provides some description of scope and impact of technology at home, leaisure, school and work

provides considerable description of scope and impact of technology at home, leaisure, school and work

provides insighful description of scope and impact of technology at home, leaisure, school and work

Thinking Skills

ICV.03X

CGE 2a

demonstrates limited ability to interpret survey results and draw conclusions as to how developments in technology influence people’s lives in light of Gospel values

demonstrates some ability to interpret survey results and draw conclusions as to how developments in technology influence people’s lives in light of Gospel values

demonstrates considerable ability to interpret survey results and draw conclusions as to how developments in technology influence people’s lives in light of Gospel values

demonstrates ability to thoroughly interpret survey results and draw conclusions as to how developments in technology influence people’s lives in light of Gospel values

Communication of information

SPS.03X

CGE2c

demonstrates limited ability to share information clearly and honestly using media tools

demonstrates some ability to share information clearly and honestly using media tools

demonstrates considerable ability to share information clearly and honestly using media tools

demonstrates thorough ability to share information clearly and honestly using media tools

Application of computer technology

SPS.09X

demonstrates limited ability to share information using communication tools such as e-mail

demonstrates some ability to share information using communication tools such as e-mail

demonstrates considerable ability to share information using communication tools such as e-mail

demonstrates thorough ability to share information using communication tools such as e-mail

Making Connections

ICS.05X

demonstrates limited ability to identify the impact of technology at home, work, and school

demonstrates some ability to identify the impact of technology at home, work, and school

demonstrates considerable ability to identify the impact of technology at home, work, and school

demonstrates insightful ability to identify the impact of technology at home, work, and school

 

Appendix 4.1

 

 

Using Selection - A Sample Problem

 

Write a program that asks the user their age and determines if they are old enough to vote.

 

Input/Processing/Output

 

Input

user’s age

Processing

compare age to 18, 18 or above can vote, otherwise no

Output

message about voting status

 

Pseudo Code

get age of user

if age < 18

  display can’t vote message

else

  display can vote message

 

 

Using Repetition-A Sample Problem

 

Write a program that determines appears to move a character or graphics across the screen.

 

Input/Processing/Output

 

Input

starting position, limit of movement

Processing

move character or graphic from starting position until ending position is reacher

Output

character or graphic in final position

 

Pseudo Code

 

get the starting position and end limit

 

while graphic position is not at end limit

  move graphic (or character)

 

Show the final position on-screen

 

Appendix 4.2

 

 

Computer Problem Solving and Programming Rubric

 

Criteria

1

2

3

4

Knowledge of facts and concepts

TFV.05X

demonstrates limited knowledge of fundamental concepts underlying the creation of a computer program

demonstrates some knowledge of fundamental concepts underlying the creation of a computer program

demonstrates considerable knowledge of fundamental concepts underlying the creation of a computer program

demonstrates thorough knowledge of fundamental concepts underlying the creation of a computer program

Thinking Skills

TFS.05X

CGE3c

demonstrates limited usage of problem solving model to develop a program algorithm

demonstrates limited usage of problem solving model to develop a program algorithm

demonstrates considerable usage of problem solving model to develop a program algorithm

demonstrates insightful usage of problem solving model to develop a program algorithm

Communication of information

SPS.04X

demonstrates limited ability to use a variety of software applications in the creation of internal and external documentation

demonstrates some ability to use a variety of software applications in the creation of internal and external documentation

demonstrates considerable ability to use a variety of software applications in the creation of internal and external documentation

demonstrates thorough ability to use a variety of software applications in the creation of internal and external documentation

Application of computer technology

SPS.09X

demonstrates limited ability to use program plan to write a computer program

demonstrates some ability to use program plan to write a computer program

demonstrates considerable ability to use program plan to write a computer program

demonstrates thorough ability to use program plan to write a computer program, uses advanced programming features

Making Connections

ICS.05X

demonstrates limited ability to relate programming assignment to commercial software

demonstrates some ability to relate programming assignment to commercial software

demonstrates considerable ability to relate programming assignment to commercial software

demonstrates insightful ability to relate programming assignment to commercial software

 

Appendix 4.3

 

 

Computer Studies Project Worksheet

 

Stage

Actions

Your Actions

Problem Definition

What should the program do?

Input, Processing, Output

 

 

 

 

Analysis

What is the best way to do this?

 

 

 

 

 

Design

Write a plan.

(pseudo code)

 

 

 

 

Implementation

Write the program.

 

 

 

 

Testing

Test the program.

 

 

 

 

Maintenance

Make changes to the program based upon testing.

 

 

 

 

 

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