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Course Overview

Computer and Information Science, Grade 10, Open

Identifying Information

Course Title: Computer and Information Science

Grade: 10

Course Type: Open

Ministry Course Code: TIK2O

Secondary Policy Document: The Ontario Curriculum, Technological Studies, Grades 9 and 10, 1999

Publication Date: April 2000

Credit Value: 1

Course Developers: Bob Baran, Stan Galda, Susan Heffernan, Veronica Hsueh, Roy Parteno, Ann Pepin, Santo Visconti

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 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 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/

How This Course Supports The Ontario Catholic School Graduate Expectations

The purpose of Computer and Information Science in the Catholic faith community is to enable young adults to develop and utilize their gifts and resources to find solutions 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 resources and understand the implications of technological innovations. An emphasis on process as well as results ensures that students apply skills and knowledge to provide services that recognize our God-given responsibility to respect the dignity and value of the individual and the protection of the environment.

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 Organization

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

Time: 15 hours

Description

Students, under guidance of their 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 in light of teaching of the Catholic Church by examining current technological issues and their impact on society and individuals.

Unit 2: The Problem Solver

Time: 12 hours

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. Careers are looked at in the context of a Catholic vocation.

Unit 3: Foundations of Programming I

Time: 29 hours

Description

Students develop programming skills by working through four skill-building activities. During these activities, students assemble a programming tool kit and repair guide that serve as a resource for this unit and in subsequent units and courses. The assessment focus in the first four activities is mostly formative with oral and written feedback from the teacher and use of self and peer checklists. The fifth 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 as well as their knowledge of computer use across the curriculum. In conjunction with the online quiz, students research Catholic education resources and educational opportunities on the Internet and how software developments are changing how people learn and how education is delivered.

Unit 4: The Computer and Society

Time: 18 hours

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

Time: 18 hours

Description

Students continue to refine their understanding of the programming concepts introduced in Unit 3. Students develop their programming skills through practical activities that incorporate fundamental program constructs like repetition and decision structures. Students apply programming skills to statistical analysis linked to school violence data and explore the role of the Catholic worker to use skills towards analysis and the common good. They also apply problem-solving strategies to design and develop programs which 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

Time: 18 hours

Description

This is a culminating unit in which students are required to demonstrate overall mastery of the course content and expectations. Students perform a hardware and networking skills demonstration 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 through the course are completed in this unit and included in the final evaluation. Assessment information is compiled with rubrics that are provided to the students for each activity. Students begin each class with self-written prayers that reflect the themes of the course.

Course Notes

As this course progresses, the teacher’s role shifts from direct instructor to consultant/mentor. 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.

In the first unit, activities often 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. Group work is used extensively as students work together 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 scaffold 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 their programming activities as mirroring the type of teamwork found in the computer industry. These units support instruction through a roving conference methodology. Mini-conferences at the student’s desk or workstation allow monitoring and ongoing assessment. Assessment is based on both the process and the final product. Students are also 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 with an 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 go through all software development stages including: planning, writing, testing, and documenting a computer program. During this process the teacher serves as a mentor/consultant as required by the student.

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 in some cases could replace direct instruction. Their use is at the teacher’s discretion.

Awareness of careers in Computer and Information Science are 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

Teaching/Learning Strategies include the following:

· 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 plan 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 assessment teacher/peer/self.

· 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:

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

· provision of adaptive hardware devices (examples: large screen monitors, larger fonts, specially designed keyboards);

· provision of 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 as well as the program;

· provision of word lists, glossaries, definition of terms used in the course, and visuals if available;

· grouping weaker students with stronger students assists in instructional remediation and provides a further challenge as students become teachers;

· allowing more time to organize and complete assignments;

· provision of 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 of visual aids to assist students as needed;

· provision of opportunities for those students requiring enhancement of program;

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

· provision of a choice of assignment format where possible;

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

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

The final evaluation, worth thirty per cent as per Ministry policy, consists of the assessments from Unit 6, the Career Presentation introduced 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 teacher/librarian

School Chaplain

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 the writing team that C, C++, or Java are not the best language choices at the 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 may 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. ISBN 0-534-92966-4 (Chpt. 1.2, 2)

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. ISBN 0-02-415350-8 (Chpt.1,3)

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

Resources to support anti-discriminatory education, equity/social justice issues, career goals/co-operative education, and community partnerships support many of the Ontario Secondary School Policies.

In this course there are activities linked to the Computer Across the Curriculum (culminating activity in Unit 3), and Violence-prevention (Activity 1, Unit 5).

Course Evaluation

After the initial offering of the course, evaluation may be carried out through interviews with a sampling of students who have completed the course. Sample questions include:

· Did this course meet your expectations?

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

· Would you take another course in this area?

· Would you want a younger brother, sister, or friend to take 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

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports The Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Organization

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