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COURSE OUTLINE

Course Title: Computer and Information Science
Course Code: ICS4M
Grade: 12
Course Type: University / College Preparation
Credit Value: 1
Prerequisite: ICS3M
Curriculum Policy Document: Technological Education, The Ontario Curriculum, Grades 11 and 12, 2000
Department: Technical Education: Computer Studies
Course Developer: Mr. John Dallas
Development Date: November 2004
Course Revised by: -
Revision Date: -

Course Description:

This course helps students use programming and software engineering principles to design and develop algorithms and programs. Students will use software development and diagnostic tools, implement data structures and algorithms, and use file management techniques in project settings. They will also develop an understanding of the ethics of computer use and the impact of information technology on the community, and will explore post-secondary education and career paths in computer science.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Designing and Implementing Data Structures in this unit, students review and extend their knowledge in data structures while focusing on implementation of projects to create and manipulate data constructs. Students apply fundamental fixed-size data structures (arrays, user-defined data types, records, arrays of records) to solutions to real-life problems and suggest possible implications of data storage on people's lives in light of Canadian law. Students use independent study activity to further their mastery of new programming skills in preparation for postsecondary destinations. They also learn to select proper data structures that best match the information and promote program efficiency, code reusability, and maintenance. Students review and reinforce the principles of ergonomics and relate it to the rights of workers. They explore career opportunities in computing and information science related fields.	20 hours
Unit 2	Building Software Libraries in Managing Software Projects students examine the components of a software project plan and develop a plan, in the context of case studies. They review the components of the software design life cycle and explore project management and team-building techniques. Students create a list of questions, pose the questions to a role-playing client, write a problem definition, analyse, design, implement and maintain a solution.	20 hours
Unit 3	Exploring Advanced Algorithms students practice the re-use of code by building and sharing code libraries. The libraries are expanded in subsequent units. Students explore the differences between object-oriented and procedural programming as they apply to software libraries. Students also examine library design in the context of file management in network environments. They investigate intellectual property rights and code ownership and the ethics of code re-use by examining and analysing software-licensing agreements.	20 hours
Unit 4	Managing Software Projects students explore alternative algorithms for solving problems. They examine and program solutions to problems similar to those encountered in ICS3M (e.g., binary search or factorials), using new techniques such as recursion. They also plan solutions to more complex problems using industry-standard methodology (e.g., flow charts, pseudocode, structure charts). Students apply advanced algorithms, such as a recursive sort, to develop more efficient solutions to complex programming problems. Strategies for testing and debugging of programs are developed.	20 hours
Unit 5	Applying Project-Management and Software Development Skills this unit is a culminating challenge in which students work to apply project-management skills, previously learned, to a case study. They plan, develop, test, and document a software solution to a given problem. Students apply complex programming techniques and utilize software libraries.	20 hours
	Final Evaluation	10 hours
	Total	110 hours

Teaching / Learning Strategies:

Since the over-riding aim of this course is to develop computer literacy in all students, a wide variety of instructional strategies is needed to provide learning opportunities that accommodate a variety of learning styles, interests and ability levels. In planning the online learning activities, KWPS made sure that the students have:

• opportunities to work individually, in pairs, in small groups, and in large groups;
• direct-instruction as well as open-ended exploration;
• opportunities to develop concepts themselves from observed data;
• tasks in which they define some of the parameters (such as scope or procedure);
• opportunities to acquire knowledge and apply that knowledge in a variety of contexts;
• opportunities to communicate using standard formats as well as opportunities to choose and develop the format.

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity that the teacher will use to facilitate this.

• Where completion or non-completion is the issue, a checklist can be used;
• Where quality of performance is easily identifiable, a rating scale can be used;
• For complex tasks, the criteria can be incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students. Discussion of the criteria for success should be part of every learning task. Wherever possible, KWPS students are involved in the development of the rating scale or rubric by identifying criteria and setting levels of achievement in terms they understand

Strategy	Purpose	Who	Assessment Tool
Multiple Choice Quizzes	Diagnostic	Self	Marking Scheme
Discussion board posting	Assessment	Self/teacher	Rating scale
Computer Assisted Instruction	Assessment	Self	Marking Scheme
Simulation	Assessment	Self	Checklist
Mathematical Problem Solving	Assessment	Self	Rubric
Discussion board posting / internet research	Assessment	Self/teacher	Rating scale
Discussion board posting / role playing	Assessment	Self/teacher	Rating scale
Guided Writing	Evaluation	Teacher	Checklist
Spreadsheet Applications	Evaluation	Teacher	Checklist
Comparison Report	Evaluation	Teacher	Marking Scheme
Case Study Report	Evaluation	Teacher	Checklist
Unit Tests	Evaluation	Teacher	Marking scheme
Guided Writing	Evaluation	Teacher	Checklist
Database Application	Evaluation	Teacher	Checklist
Accounting Simulations	Evaluation	Teacher	Checklist
Final Exam	Evaluation	Teacher	Marking Scheme / Rubric / Checklist

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

Overall Expectations - ICS4M

Theory and Foundation
Overall Expectations
TTF.01	describe the steps in the software life cycle (problem definition, analysis, design, implementation, testing, and maintenance);
TTF.02	explain data structures and their processing algorithms;
TTF.03	analyse a number of programming paradigms;
TTF.04	explain the importance of program correctness and efficiency;
TTF.05	describe the relationship among hardware, software, and network requirements.
Skills and Processes
Overall Expectations
TSP.01	incorporate the software life cycle in project settings;
TSP.02	effectively use software development and diagnostic tools;
TSP.03	implement advanced data structures and algorithms;
TSP.04	identify on-line and off-line resource materials;
TSP.05	use file management techniques in project settings.
Impact and Consequences
Overall Expectations
TIC.01	describe issues related to the ethical use of computers;
TIC.02	describe the use of information technology and its impact in the community;
TIC.03	identify postsecondary educational opportunities leading to careers in information systems and computer science;
TIC.04	explain the importance of employability skills and lifelong learning to information technology careers.

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

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:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.



• 30% of the grade will be based on a final evaluation of two products administered at the end of the course. The first product is a Project, subdivided into three distinct subsections and is worth 15% of the overall course marks. This Project will be evaluated using a marking scheme and a rubric. The second product will be a final exam of well-formulated multiple choice questions requiring information from the whole course as well as the student's reports completed through-out the course. This will be evaluated using a checklist.

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range	Achievement Level	Summary Description
80-100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60-69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart: Technological Education, Grades 9-12

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
knowledge of facts, technical terminology, procedures, and standards	demonstrates limited understanding of facts, technical terminology, procedures, and standards	demonstrates some understanding of facts, technical terminology, procedures, and standards	demonstrates considerable understanding of facts, technical terminology, procedures, and standards	demonstrates thorough understanding of facts, technical terminology, procedures, and standards
understanding of concepts (e.g., uses of computer operating systems)	demonstrates limited understanding of concepts	demonstrates some understanding of concepts	demonstrates considerable understanding of concepts	demonstrates thorough and insightful understanding of concepts
understanding of relationships between concepts (e.g., energy conservation and manufacturing processes)	demonstrates limited understanding of relationships between concepts	demonstrates some understanding of relationships between concepts	demonstrates considerable understanding of relationships between concepts	demonstrates thorough and insightful understanding of relationships between concepts
Thinking and Inquiry - The use of critical and creative thinking and inquiry skills and/or processes
	The student:
thinking skills (e.g., evaluating professional practices and principles)	uses thinking skills with limited effectiveness	uses thinking skills with moderate effectiveness	uses thinking skills with considerable effectiveness	uses thinking skills with a high degree of effectiveness
inquiry/design skills (e.g., identifying the problem; formulating questions; planning; selecting strategies and resources; analysing and interpreting information; forming conclusions)	applies few of the skills involved in an inquiry/design process	applies some of the skills involved in an inquiry/design process	applies most of the skills involved in an inquiry/design process	applies all or almost all of the skills involved in an inquiry/design process
Communication - The conveying of meaning through various forms
	The student:
communication of information (e.g., computer and technical specifications)	communicates information with limited clarity	communicates information with moderate clarity	communicates information with considerable clarity	communicates information with a high degree of clarity, and with confidence
use of language, symbols, and visuals (e.g., computer programming and technical drawing)	uses language, symbols, and visuals with limited accuracy and effectiveness	uses language, symbols, and visuals with some accuracy and effectiveness	uses language, symbols, and visuals with considerable accuracy and effectiveness	uses language, symbols, and visuals with a high degree of accuracy and effectiveness
communication for different audiences and purposes (e.g., tourism, construction)	communicates with a limited sense of audience and purpose	communicates with some sense of audience and purpose	communicates with a clear sense of audience and purpose	communicates with a strong sense of audience and purpose
use of various forms of communication (e.g., presentation software, technical reports)	demonstrates limited command of the various forms	demonstrates moderate command of the various forms	demonstrates considerable command of the various forms	demonstrates extensive command of the various forms
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
application of ideas and skills in familiar contexts (e.g., demonstrating good customer service practices)	applies ideas and skills in familiar contexts with limited effectiveness	applies ideas and skills in familiar contexts with moderate effectiveness	applies ideas and skills in familiar contexts with considerable effectiveness	applies ideas and skills in familiar contexts with a high degree of effectiveness
transfer of concepts, skills, and procedures to new contexts (e.g., applying scientific principles to health care and personal services)	transfers concepts, skills, and procedures to new contexts with limited effectiveness	transfers concepts, skills, and procedures to new contexts with moderate effectiveness	transfers concepts, skills, and procedures to new contexts with considerable effectiveness	transfers concepts, skills, and procedures to new contexts with a high degree of effectiveness
application of procedures, equipment, and technology (e.g., use of design instruments, machine and hand tools)	uses procedures, equipment, and technology safely and correctly only with supervision	uses procedures, equipment, and technology safely and correctly with some supervision	uses procedures, equipment, and technology safely and correctly	demonstrates and promotes the safe and correct use of procedures, equipment, and technology
making connections (e.g., between personal experiences and the subject, between subjects, between the subject and the world outside the school)	makes connections with limited effectiveness	makes connections with moderate effectiveness	makes connections with considerable effectiveness	makes connections with a high degree of effectiveness

Resources:

• ICS4M online course of study
• Notepad and other computer programs
• Java Software
• Dos-Prompt
• animations
• visuals
• various internet websites

Accommodations:

Students with special needs, whether identified formally or not, need additional supports to succeed in this course. For each identified student, teachers will be familiar with the Individual Education Plan (IEP) about specific accommodations designed to compensate for specific disabilities. The following are examples of accommodations which may exist or be put in place in the online courses for students with special needs:

• Procedures for peers to communicate online with each other when working in small groups;
• Clear directions for assignments with sample calculations and specific skill instructions;
• Guidance through the provision of samples of data charts into which they record information;
• Provision of pop-up definitions throughout the text when students are expected to make their own notes;
• Provisions for the students to use electronic means to create assignments, with spell-check, etc.
• Provision of a wide range of options for reporting work to utilize student strengths, ie. drawings, diagrams, flow charts, concept maps, etc.;
• Provision of extended timelines for assessments to give students more time to put their thoughts into words;
• Provision of extended time to do readings or provision of alternate selections at different reading levels;
• Allowance for ESL/ELD students to keep a science dictionary of terms using pictures and first language words;
• Permission to the use of a translation dictionary on assessments;
• Provision of additional time on assessments for dictionary use and processing language;
• Advanced notice when significant written work is required.

Computer Technology:

The course encourages the students to use a wide variety of software tools to record and display information, including word-processing, spreadsheets, graphics, concept maps, diagrams in place of written reports of investigations databases, and presentation programs.

The online course itself makes use of simulations to substitute for experiences that would not otherwise be feasible. These simulations are not used to replace direct experiences that are safe, ethical and available.