ICS3U

Academy of Distance Education
Course outline

Subject: Computer Studies
Code: (ICS3U) University Preparation Grade 11
Curriculum Development Resource: The Ontario Curriculum Grades 10 & 12,
(Computer studies 2008)
School: Academy of Distance Education
Department: (Science and Technology)
Course Developer: Department of Computer Studies
Development Date: Academic Year 2011
Course Title: Introduction to Computer Science
Course Type: Open
Course Code: ICS3U
Curriculum Policy Document: Ontario Curriculum Grades 10 and 12
(Computer studies 2008)
Credit Value: One
Prerequisite: None
Number of scheduled hours: 110

Origin of course

This course was developed by the Academy of Distance Education’s department of computer studies using the document, “Ontario Curriculum, Grades 10 and 12, Computer studies 2008”

Course Description:

 

This course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields.

Prerequisite: None

 

Strand 1. Programming Concepts and Skills

Overall Expectations:

By the end of this course, students will:

1OE1. demonstrate the ability to use different data types, including
one-dimensional arrays, in computer programs

1OE2. demonstrate the ability to use control structures and simple algorithms in
computer programs;

1OE3. demonstrate the ability to use subprograms within computer programs;

1OE4. use proper code maintenance techniques and conventions when creating
computer programs.

Strand 2: Software Development

Overall Expectations

By the of this course, students will:

2OE1. use a variety of problem-solving strategies to solve different types of
problems independently and as part of a team;

2OE2. design software solutions to meet a variety of challenges

2OE3. design simple algorithms according to specifications;

2OE4. apply a software development life-cycle model to a software development project.

 

 

Strand 3: Computer Environments and Systems

Overall Expectations

By the end of this course, students will:

3OE1. apply a software development life-cycle model to a software development
project.

3OE2. use appropriate file maintenance practices to organize and safeguard
data;

3OE3. demonstrate an understanding of the software development process.

 

Strand 4: Topics In Computer Science

 

Overall Expectations

By the end of this course, students will:

4OE1. describe policies on computer use that promote environmental
stewardship and sustainability;
4OE2. demonstrate an understanding of emerging areas of computer science
research;
4OE3. describe postsecondary education and career prospects related to
computer studies.

 

 

Course Content and Units of Study ordered in sequence of Delivery

 

 

Unit 1: Problem Solving, Programming Practices 40 Hours

 

Unit 2: Logic and Design, Interfaces, Programming Concepts 40 Hours

 

Unit 3: Problem Solving, Programming Practices 30 Hours

Total Hours 110 Hours

 

 

Teaching and learning strategies:

A wide range of teaching and learning strategies will be used in the virtual sessions synchronously in which videotaped sessions will be available to students as review resources to utilize in times of need. Of a particular interest to student is the teacher-student chat sessions where students can ask teachers questions relevant to the projects and assignments they are asked to do. All teaching strategies through this virtual classes are the ones deemed to be the best serving in terms of meeting curriculum expectations. Some of the strategies used, whether synchronized or asynchronized through on-line delivery, are summarized as follows:

 

 

  1. Lectures
  2. Group discussions
  3. Group work
  4. Lab activities
  5. Assignments.

 

Assessment and Evaluation:

In all assessment strategies employed in this e-course, categories of the achievement chart will extensively linked to the assessment of curricular expectation at different junctions of relevance to each category.

 

 

This year, 2010/2011, new policy guidelines will be implemented in all assessment and evaluation methods. New assessment and evaluation will heavily depend on the policies that include among others: “Education Policy and Program Update April 2010” ; “ Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010” the “ Ontario Student Record, 2010”; and the “ Ontario Student transcript, 2010”

Assessment strategies used in this course are designed in a way that they provide students with opportunities to demonstrate the full range of their learning. They are varied and spread out. Some of them are used only as indicators for students to know their level and what adjustments to make to do better i.e. tools for feedback both for the teacher and student. Others are used to evaluate student learning only after students have had every possible chance to fully understand and learn the expectations of the curriculum. Students will also be familiarized with the assessment tools and procedures that are relevant to the course i.e. checklist, Rubrics, Rating scales, Marking Schemes, Anecdotal Records, etc. Through the Course, progress of the four categories of the achievement chart will be assessed along with, or linked to then assessment of, the curricular expectations.

 

Furthermore, Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course. Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. In other words, all four achievement categories are carefully linked to the assessment of curricular expectations and will be clearly communicated to the students in each assessment through definite markings and reminding in the assessment materials.

 

In essence, above assessment types are designed to serve as; Assessment for Learning (feedback and learning development to be done by the teacher); Assessment as learning (self assessment and peer assessment done by students independently); and finally, Assessment of Learning (exclusively for evaluation purposes and done by the teacher). In this course, teachers are aware that without implementing the above explicit assessment formats, assessment will not have the purpose it was first set of achieve in Ontario classrooms and is therefore mandatory that extra care has been taken to make guidelines are followed closely in this respect.

 

 

Assessment Strategies/Methods to be used include:

Paper and pencil, i.e. tests, quizzes, examinations.

Performance methods i.e. projects and presentations (both group and individual, demonstrations).

Personal communication i.e. class room discussion, interviewing and conferencing

Multimedia Presentations

The evaluation of final grades is comprised of two components; a cumulative term work that adds up to 70 %, and a final 30% and are as follows:

 

a) The cumulative part is arranged through out the units, and covers anything that was graded for reporting from the beginning to six weeks before the academic year

 

Summary of Methods, Strategies, purposes and tools for assessment and evaluation in each unit.

The total term work accounts for 70% of the overall grades.

Unit 1

Tests 13%

Class participation 03%

Assignments 09%

Total 25%

Assessment tools checklist, Rubrics, Marking Schemes, Anecdotal Records

Unit 2

Tests 10%

Class participation 03%

Assignments 07%

Quizzes 05%

Total 25%

 

Assessment tools checklist, Rubrics, Marking Schemes, Anecdotal Records.

 

Unit 3

Tests 08%

Project 02%

Assignments 5%

Quizzes 5%

Total 20%

 

Assessment tools: checklist, Rubrics, and Marking Schemes

 

Total cumulative: 70%

b) The final evaluation:

The final assessment covers what students have been learning through the length of the course with more emphasis on the more recent parts. It will be administered within the last 6 Weeks in a full course (through the year) and the last three weeks in a half credit course (Sept to Jan) and accounts for 30% of the overall grades that will appear in the “final” box of the report card. The final evaluation will be administered as follows:

Final Examination 30%

 

Overall grade mark 70+30 = 100%

Resources to be used in the course:

The main resource to be used in the course is:

Visual Basic 6.0 fourth edition, By David I. Schneider.