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ICS4U, Computers

Computer Science, ICS4U, Grade 12, University Preparation

Course Description:

This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.

Prerequisite: ICS3U Introduction to Computer Science.

Summary of Units and Timelines

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the course profile.

Unit Order

Unit Name

Suggested Time

Evaluations

Unit 1

Basics of Java Programming

30 hours

Greetings, Timer, and Theme park Assignments

Unit Summative Calculator

Unit 2

Arrays and Game Design

20 hours

Unit Test

Java Math Assignments

 

Mid Semester Point

   

Unit 3

Advanced Java Programming

20 hours

Unit Test

Emerging Technologies Assign.

Recursion, Sorting, XML Assignments

Job Search Project

Unit 4

Software Life Cycle

20 hours

Unit Summative

Unit 5

Course Summative

20 hours

Course Summative Software Design

 

 

Total 110 Hours

 

 

Fundamental Concepts Covered in This Course

This course further develops students’ knowledge and skills in computer science. Students will design and write programs using object oriented programming (Java) to develop algorithms to solve a variety of problems. Students will have the opportunity to apply programming and project management techniques in a student-managed project. Students will explore the breadth of topics of studies involved in computer science by investigating topics in computer science theory; carrier opportunities in Computer Science; the impact of emergent technologies, and ethical issues and practices in computer science.

Teaching and Learning Strategies

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. As in a conventional classroom, instructors employ a range of strategies for teaching a course:

  • Well-presented, clear writing and helpful graphics and diagrams
  • Programming activities
  • Research assignments, with direct instruction and coaching

In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments:

  • Electronic simulation activities
  • Discussion boards and email
  • Assessments with real-time feedback
  • Interactive activities that engage both the student and teacher in subject

Online & Offline Components

The design of this course is intended to offer a rich balance between online and offline elements. The following is a summary of the course components and their delivery format. Please refer to the individual unit outlines for specific details. Course content & instruction: online Communication between teacher and students: online & offline Collaboration between students: online Assessment & evaluation: online & offline Practise exercises, programming etc: offline

Assessment & Evaluation for Student Achievement

The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn;
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
  • Are fair to all students;
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
  • Accommodate the needs of students who are learning the language of instruction;
  • Ensure that each student is given clear directions for improvement;
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement;
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart for science outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking and investigation, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. The 70% will be distributed in the following achievement chart categories: 20% knowledge and understanding, 20% application, 15% communication, 15% thinking. Student work will be assessed and evaluated in a balanced manner with respect to the four categories within each unit throughout the course.
  • 30% of the grade will be based on a final evaluation in the form of a Summative Programming Project completed towards the end of the course.

Accommodations

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning must be identified in his or her Individual Education Plan (IEP). Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners. Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Resources

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to a variety of readings required for this course but can be substituted for any relevant and approved text. NetBeans Java Program Liang, Y. Daniel. Introduction to Java Programming: Brief Version. 10th ed. Boston: Pearson, 2015. Print.

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