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.
By the end of the course, students will gain proficiency in the following areas:
Programming Concepts and Skills
demonstrate the ability to use different data types and expressions when creating computer programs;
describe and use modular programming concepts and principles in the creation of computer programs;
design and write algorithms and subprograms to solve a variety of problems;
use proper code maintenance techniques when creating computer programs.
demonstrate the ability to manage the software development process effectively, through all of its stages – planning, development, production, and closing;
apply standard project management techniques in the context of a student-managed team project.
Designing Modular Programs
demonstrate the ability to apply modular design concepts in computer programs;
analyse algorithms for their effectiveness in solving a problem.
Topics in Computer Science
assess strategies and initiatives that promote environmental stewardship with respect to the use of computers and related technologies;
analyse ethical issues and propose strategies to encourage ethical practices related to the use of computers;
analyse the impact of emerging computer technologies on society and the economy;
research and report on different areas of research in computer science, and careers related to computer science.
Unit 1: Basics of Java Programming
Unit 2: Arrays and Game Design
Unit 3: Advanced Java Programming
Unit 4: Software Life Cycle
Unit 5: Culminating Project
Teaching and Learning Strategies
Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. 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. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.
Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.
Individualized Accommodations for Students
Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.
For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available.
For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.
A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires: accommodations only; or modified learning expectations, with the possibility of accommodations;
Assessment accommodations are changes in procedures that enable the student to demonstrate his or her learning. These may include: visual supports to clarify verbal instructions, assistive devices, or some form of human support; alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment; alternative settings that may be more suitable for the student to demonstrate his or her learning.
If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP. For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)
Standard Computer Requirements for all courses: -Processor speed of 2 GHz or faster -Memory of 4 GB RAM or greater -A high speed internet connection with a connection speed of 10 MB/s or better. -Monitor and video card with 1024×768 or greater resolution -Keyboard and Mouse is recommended -Speakers/Headphones – Microsoft Excel or equivalent – Microsoft Word or equivalent