Curriculum Guidelines for the Secondary Level Guidelines for the Secondary Level Saskatchewan Education 1999 ISBN: 1-894116-22-4 i Acknowledgements Saskatchewan Education acknowledges

Computer Science 20, 30Curriculum Guidelinesfor the Secondary Level

Saskatchewan Education1999ISBN: 1-894116-22-4

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Acknowledgements

Saskatchewan Education acknowledges the following members of the ad hoc Reference Committee for theircontributions:

Ed AdolphTeacherRegina S.D. #4

Len ProctorCollege of EducationUniversity of Saskatchewan

Karl GermannGraduate studentUniversity of Regina

Ron ProvaliTeacher/PrincipalPotashville S.D. #80

Jim GreerComputer Science DepartmentUniversity of Saskatchewan

Don RoszellManager, Information ServicesSaskatoon S.D. #13

Lori HowardTeacherSaskatchewan Rivers S.D. #119

Helen SukovieffTeacherRegina S.D. #4

Daryl KorolukTeacherSaskatoon S.D. #13

Judi ThomsonComputer Science DepartmentUniversity of Saskatchewan

Jerome LinnellTeacherEstevan S.D. #95

Ron LonghurstConsultantSaskatchewan Rivers S.D. #119

Brien MacguireComputer Science DepartmentUniversity of Regina

Saskatchewan Education wishes to thank many others who contributed to the development of these guidelines:

• Lynn Anderson, seconded/contracted developer/writer• various Saskatchewan Education personnel• field test/pilot teachers• other field personnel. This document was completed under the direction of the Science and Technology Unit, Curriculum andInstruction Branch, Saskatchewan Education.

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Table of Contents Acknowledgements..........................................................................................................................................i

Foreword .......................................................................................................................................................... 1

Introduction .................................................................................................................................................... 2Philosophy, Aim, and Goals ............................................................................................................................... 2Foundational Objectives..................................................................................................................................... 2

Using the Curriculum Guidelines ............................................................................................................... 3Course Overview ................................................................................................................................................ 3Scope and Sequence ........................................................................................................................................... 3Guide To Using Resource Materials .................................................................................................................. 3

Core Curriculum Components and Initiatives ......................................................................................... 3An Overview of Computer Science 20 and 30 .................................................................................................... 4Common Essential Learnings ............................................................................................................................ 5Adaptive Dimension ........................................................................................................................................... 5Resource-based Learning ................................................................................................................................... 7Gender Equity .................................................................................................................................................... 8Aboriginal Curriculum Content and Perspectives............................................................................................. 8Instructional Approaches ................................................................................................................................... 9

Assessment and Evaluation........................................................................................................................ 10Why Consider Assessment and Evaluation?.................................................................................................... 10Student Evaluation .......................................................................................................................................... 10Program Evaluation ......................................................................................................................................... 10Curriculum Evaluation .................................................................................................................................... 11Teacher Self-Evaluation................................................................................................................................... 11Clarification of Terms....................................................................................................................................... 11Phases of the Evaluation Process..................................................................................................................... 12Principles of Evaluation ................................................................................................................................... 13Student Assessment in Computer Science....................................................................................................... 13Record Keeping ................................................................................................................................................ 15Assigning Grades ............................................................................................................................................. 15Informing Students and Parents or Guardians about Evaluation .................................................................. 16Conclusion ........................................................................................................................................................ 16

Program Considerations............................................................................................................................. 16Problem Solving ............................................................................................................................................... 17Integration........................................................................................................................................................ 17Assignments ..................................................................................................................................................... 17

References...................................................................................................................................................... 18

Computer Science 20.................................................................................................................................... 19Outline of Foundational and Learning Objectives .......................................................................................... 19Unit 1: Software and Hardware...................................................................................................................... 21Unit 2: Problem Solving .................................................................................................................................. 23Unit 3: Fundamentals of Programming and Design....................................................................................... 24Unit 4: Experience with Programming and Design........................................................................................ 26Unit 5: Networks (Optional)............................................................................................................................ 30Unit 6: Careers Related to Computer Science ................................................................................................ 32Unit 7: Research Topics................................................................................................................................... 33List of Topics .................................................................................................................................................... 34

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Computer Science 30.................................................................................................................................... 36Outline of Foundational and Learning Objectives .......................................................................................... 36Unit 1: Software and Hardware - Advanced................................................................................................... 38Unit 2: Problem Solving - Advanced ............................................................................................................... 39Unit 3: Problem Solving and Programming.................................................................................................... 41Unit 4: Experience with Programming and Design - Advanced..................................................................... 44Unit 5: Number Systems and Codes (Optional).............................................................................................. 47Unit 6: Impact of Information Technology...................................................................................................... 49Unit 7: Programming for Applications............................................................................................................ 52Unit 8: Internet and Multimedia (Optional)................................................................................................... 53Unit 9: Research Topics................................................................................................................................... 54List of Topics .................................................................................................................................................... 55

Appendix A: Suggested Languages .......................................................................................................... 60

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Foreword Much of the foundation for curriculum renewal inSaskatchewan schools is based on Directions(1984) and subsequent decisions. The excitementsurrounding the recommendations for CoreCurriculum developments will continue to buildas curricula are designed and implemented toprepare students for and in the 21st century. Computer science, is an elective. It incorporatesthe Common Essential Learnings and theAdaptive Dimension. In addition, other CoreCurriculum initiatives such as Gender Equity,Aboriginal content and perspectives, andResource-based Learning are also addressed. As we strive to achieve the goals of computerscience education in Saskatchewan schools, muchcollaboration and cooperation among individualsand groups will be required. Computer scienceteachers are a key part of the process.

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Introduction

Philosophy, Aim, and Goals The philosophy of computer science education inSaskatchewan is reflected in the program aimand goals. In addition, the philosophy is closelyrelated to the concept of Core Curriculum basedon the philosophy of Directions (1984) and theGoals of Education for Saskatchewan. The main aim of the computer science program isto prepare literate individuals who valuecomputer science and appreciate its role insociety. The computer science program isintended to stimulate a spirit of inquiry bydeveloping a variety of problem-solving anddecision-making skills and abilities. The following curriculum goals are intended toprovide students with the computer sciencepreparation essential to: • build students’ skills in and enjoyment of

critical thinking, problem solving, and theirability to handle unfamiliar situations. Manyobjectives related to Critical and CreativeThinking, as a Common Essential Learning(CEL), will be found in these courses;

• enhance students’ technical language skills,

with emphasis on interpreting and writing. These skills compliment certain aspects ofLanguage Arts, but focus on the CELs ofCommunication and Numeracy;

• encourage positive attitudes towards

technology, and promote flexibility instudents’ responses to technological change. Many aspects of Technological Literacy havea high profile in computer science;

• provide opportunities for students to make

creative use of computers. Creativity anddesign are important concepts and processesin computer science;

• ensure an appropriate foundation of skills and

attitudes in students:◊ planning to continue their formal

education at the post-secondary level◊ planning to seek jobs involving

information technology. Approaches tocareer development and awareness,transition-to-work considerations,

Independent Learning, and Personal andSocial Values and Skills need to besupported within computer science; and,

• provide sufficient experience that students

will become informed consumers of computerservices, hardware, and software, and will beaware of the limitations of computer systems. With computers and their influences onsociety changing rapidly, computer sciencestudents must be able to make criticaldecisions about their and society’s use ofcomputers.

Foundational Objectives The Foundational Objectives describe the mostimportant understandings and abilities thatshould be developed over the course of a unit or ayear. They define the types of learning related tothe goals of a program that may be expected at aparticular developmental level or year. Theyensure a consistency between the goals of theprogram and specific curriculum planning. Theyprovide guidance to teachers in unit and yearlyplanning and should be within the range ofabilities of the majority of students. The Foundational Objectives form the basis forcurriculum evaluation. The Foundational Objectives are listed at thestart of the 20 and 30 level course sections andspecified in the Units. Common EssentialLearnings Foundational Objectives to beemphasized are specified for each Unit, also. Coding of CELs: COM Communication CCT Critical and Creative Thinking IL Independent Learning NUM Numeracy PSVS Personal and Social Values and Skills TL Technological Literacy

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Using the CurriculumGuidelines

Course Overview See the table on the next page. The ComputerScience objectives, for reasons of clarity andemphasis, are divided into various topics. Thesetopics include: problem solving, themicrocomputer itself (hardware and operatingsystems), programming, networks, computers andsociety. Topics for integration include: careers,multimedia, and projects. Many research studiesindicate that instruction in computer scienceshould regularly demonstrate its applicability toreal life. Therefore, even though the studentlearning objectives are detailed separately, theyare intended to be taught in an integratedfashion. As problem solving is an integralcomponent of computer science, it is to beincorporated throughout the program. Any single resource will not cover all of theconcepts and skills of these curriculumguidelines. Instead, a variety of resources shouldbe employed. From these, select activities andcontent that coincide with student learningstyles, individual teaching styles, and thephilosophy of the curriculum. As well, othercommunity resources should be used. The development and sequencing of the mainconcepts and ideas should follow a logicalprogression to show the relationships between theconcepts. Teachers should not restrict themselvesto using just one instructional strategy whenteaching a concept. When choosing among theteaching strategies available, teachers mightconsider the intellectual aptitude of theirstudents, what they already know about theconcept, the nature of the concept, its significancein the structure of the other computer scienceconcepts, and the level of performance expected. Frequently, there are several appropriate ways toaccomplish any particular learning objective. Students should be encouraged to use a variety ofapproaches and to explain their methods. Through discussions with the teachers and withother students, they gain a better insight intocomputer science concepts and become better ableto use computer science terminology correctly. Outlines of the topics are presented at thebeginning of the 20 and 30 level courses

Scope and Sequence The topical scope and sequence gives the readeran overview of the specific objectives as theyoccur in each of the courses. Depending on theamount of integration, flexibility with thesequence is permitted. Core topics and timelineshave been indicated; the choice of optional topicsand timelines is a local decision within the 100instructional hours per credit for each course.

Guide To Using Resource Materials As was indicated earlier, no single resourcematches the Computer Science curriculum. Tofacilitate a resource-based approach, the use of avariety of resources instead of a single textbook ishighly recommended. Some teachers may wish tohave their students work in groups of two orthree. Multimedia and online resources arerecommended. In any case, the approach shouldcoincide with student learning styles andindividual teaching styles. A Resource-based Learning approach requireslong-term planning and coordination within aschool or school division. In-schooladministrators, the teacher-librarian, and othersneed to take an active role to assist with thisplanning. Instructional approaches that emphasize groupwork and develop independent learning abilitiesmake it possible to utilize limited resources in aproductive way.

Core Curriculum Componentsand Initiatives Core Curriculum: An Information Bulletin forAdministrators (Saskatchewan Education, 1997)defines the Core Curriculum as including theseven Required Areas of Study, the six CommonEssential Learnings, the Adaptive Dimension,and Locally-Determined Options. ComputerScience is a science elective.

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An Overview of Computer Science 20 and 30

Computer Science 20

Unit Title Suggested Time(hours)

1 Software and Hardware 5-102 Problem Solving 5-103 Fundamentals of Programming and Design 5-104 Experience with Programming and Design 50-655 Networks (Optional) 56 Careers Related to Computer Science 57 Research Topics 7-10

Minimum 100 hours

Computer Science 30

Unit Title Suggested Time(hours)

1 Software and Hardware -- Advanced 2-32 Problem Solving -- Advanced 3-43 Problem Solving and Programming 3-44 Experience with Programming and Design --

Advanced50-65

5 Number Systems and Codes (Optional) 5-86 Impact of Information Technology 3-57 Programming for Applications 3-48 Internet and Multimedia (Optional) 4-69 Research Topics 7-10

Minimum 100 hours

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Common Essential Learnings Understanding the Common Essential Learnings:A Handbook for Teachers (1988) defines andexpands on an understanding of these essentiallearnings. Computer Science offers many opportunities forincorporating the Common Essential Learnings(CELs) into instruction. The purpose of thisincorporation is to help students betterunderstand the subject matter under study and toprepare students for future learning both insideand outside of the K-12 educational system. Thedecision to focus on particular CELs within alesson is guided by the needs and abilities ofindividual students and by the particulardemands of computer science. Throughout atopic, it is intended that each Common EssentialLearning will be developed to the fullest extentpossible. It is important to incorporate CELs in anauthentic manner. For example, some areas ofComputer Science may offer many opportunitiesto develop the understandings, values, skills, andprocesses related to a number of CommonEssential Learnings. The development of aparticular CEL, however, may be limited by thenature of the topic. It is intended that Common Essential Learningsbe developed and evaluated within subject areas. Therefore, Foundational Objectives map to theCELs. Because Common Essential Learnings arenot necessarily separate and discrete categories,it is anticipated that working toward theachievement of one Foundational Objective maycontribute to the development of other CELs. Forexample, many of the processes, skills,understandings, and abilities required for theCELs of Communication, Numeracy, and Criticaland Creative Thinking are also needed for thedevelopment of Technological Literacy. Incorporating Common Essential Learnings intoinstruction has implications for the assessment ofstudent learning. A topic that has focused ondeveloping the CELs of Communication andCritical and Creative Thinking should also reflectthis focus when assessing student learning. Assessment should allow students to demonstratetheir understanding of the important concepts inthe topic and how these concepts are related toeach other or to previous learning. Questions canbe structured so that evidence or reasons mustaccompany student explanations. If students areencouraged to think critically and creatively

throughout a topic, then the assessment for thetopic should also require students to thinkcritically and creatively. It is anticipated that teachers will build from thesuggestions in these curriculum guidelines andfrom their personal reflections in order toincorporate Common Essential Learnings morefully into computer science. For example,involving students in groups to solve realisticproblems helps to develop Personal and SocialValues and Skills. Similarly, realistic problemsprovide a medium to promote the importantaspects of human communication: listening,speaking, reading, and writing. Additionally,Critical and Creative Thinking can be developedin the computer science program by providingstudents with an opportunity to ask "what if"questions. Numeracy is naturally developedthroughout, especially in the use of programminglanguages. Having students actively use thecomputer as a problem-solving tool and applycomputer science principles to organize data andtechnical information develops their awareness ofthe importance of information technology in anever-changing world. Independent Learning isfostered by encouraging students to investigatethe applications, history, and further study ofcomputer science. In creating such opportunitiesand experiences, students will become capable,self-reliant, self-motivated, and life-long learners.

Adaptive Dimension The adaptation of instruction to meet learnerneeds is an expectation inherent in the Goals ofEducation and is an essential ingredient of anyconsideration of Instructional Approaches. Likethe Common Essential Learnings, the AdaptiveDimension is a component of Core Curriculumand permeates all curriculum and instruction. The Adaptive Dimension is defined as: . . . the concept of making adjustments inapproved educational programs to accommodatediversity in student learning needs. It includesthose practices the teacher undertakes to makecurriculum, instruction, and the learningenvironment meaningful and appropriate for eachstudent. (The Adaptive Dimension in CoreCurriculum, Saskatchewan Education 1992, p. 1) The essence of the Adaptive Dimension rests inthe phrase "seeking other ways". Offeringstudents alternative access to and expression ofknowledge facilitates their participation inlearning. Just as physical environments can bemade more accessible through modifications such

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as ramps or wider doorways, learningenvironments can be made more accessiblethrough a modification of setting, method, ormaterial. The Adaptive Dimension is used to: • maximize student independence• maximize generalization and transfer• lessen discrepancies between achievement

and ability• promote a love of learning• promote a positive self-image and feeling of

belonging• promote confidence• promote a willingness to become involved in

learning• facilitate integration. These purposes address a primary function of theschool -- that of helping students to maximizetheir potentials as independent learners. The cues that some students' needs are not beingadequately met come from a variety of sources. They may come to the perceptive teacher as aresult of monitoring for comprehension during atest or from a student need or backgrounddeficiency that has been recognized for severalyears. A student's demonstrated knowledge of, orinterest in, a particular topic may indicate thatenrichment is appropriate. The adaptationrequired may vary from presenting the samecontent through a slightly different instructionalmethod, to modifying the content because of aknown information background deficit, or toestablishing an individual or small groupenrichment activity. The duration of theadaptation may range from five minutes ofindividual assistance, to providing opportunitiesfor some students to expand their knowledge andextend their understandings by workingindependently or with a group of similarstudents. The assessment of the need may behandled adequately by the classroom teacher, ormay require the expertise of other supportspecialists such as the school's resource teacher,other system-based personnel, or communityresources. Adaptations of teaching methodologies,curriculum organization, timetabling, or theappropriate use of technology assist students,who may find learning difficult, and others whoare not sufficiently challenged, to become activeparticipants in their learning. Often studentswill come to a Computer Science class with astrong background in some aspects of the course. Keeping these students interested while helpingothers who operate at a lower level is an

important task for teachers. It is important thatthese students are challenged by their work inComputer Science and see that their advancedknowledge and expertise is acknowledged andappreciated in the class. Teachers should also bealert to deficiencies in these students’ knowledge;often self-taught computer whizzes lack in someareas necessary in a well rounded computerscientist. Some general guidelines for adaptation follow: • alter the method of instruction to meet the

needs of individuals• alter the pace of the lesson to ensure that

students understand the concept beingpresented or are being challenged by thepresentation. One of the most basicadaptations that can be made to assiststudents is to give them sufficient time toexplore, create, question, and experience asthey learn

• allow more than one way to accomplish a task• monitor the use of vocabulary. It is possible

to use advanced and simple vocabulary in thesame lesson by incorporating both levels in asentence: "Show me functions that link orstring things together." This helps to satisfythe requirements of some students expand

• the vocabulary of others, and make the lessonmeaningful to others

• alter the manner in which the student isrequired to respond to the teacher and/or tothe instructional approach

• alter the setting so that the student maybenefit more fully from the instruction

• accommodate a variety of learning modes(visual, auditory, kinesthetic)

• use resources that maximize learning• alter the complexity of programming projects

to match the abilities of the students• use interactive techniques that allow for close

observation of the student's progress• involve students in decisions regarding their

own learning• use assessment techniques that are matched

to the instructional adaptations that havebeen made for the students.

The Adaptive Dimension includes all practicesthe teacher employs to make learning meaningfuland appropriate for each student. Because theAdaptive Dimension permeates all teachingpractice, professional decisions become the criticalfactor. This curriculum guideline encouragessuch flexibility and decision-making. Furtherinformation can be found in The AdaptiveDimension in Core Curriculum (1992).

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Resource-based Learning Personnel, collections, facilities, and budgets inSaskatchewan school libraries vary a great deal,and the quality of school library programs andservices is therefore not consistent. Possibilitiesfor resource-based instruction are related to thelevel of administrative and staff commitment todeveloping well-staffed and well-equipped schoollibraries. Resource-based teaching and learning is a meansby which teachers can greatly assist thedevelopment of attitudes and abilities forindependent life-long learning. Resource-basedLearning is student-centred. It offers studentsopportunities to choose, to explore, and todiscover. Students who are encouraged to thinkcritically in an environment rich in resources arewell on their way to becoming autonomouslearners. It is important for the computer science teacherto cooperate with library staff to integratenon-print, human, and print resources withclassroom assignments. The classroom teacherplans in advance with library staff and uses thelibrary resource centre as an extension of theclassroom and a place for active learning. Theteacher-librarian, if available, could assist withplanning assignments, integrating appropriateresources, and teaching students the processesneeded to find, use, and present information. The library resource centre staff may support thecomputer science curriculum by: • exhibiting curiosity; modelling open-ended

investigations, and problem-solvingapproaches

• demonstrating use of electronic tools to accesssources that support computer scienceinterests

• organizing and circulating print andnon-print resources that support thecomputer science curriculum. Resourcesmight include lists of World Wide Web sites,electronic databases, commercial games,videos, filmstrips and films, instructionalsoftware, newspapers and magazines,reference books, a resource file of speakersand presenters in the community withcomputer science career experience

• assisting the computer science teacher to setup learning stations in the classroom orlibrary using library resources

• cooperating with the computer scienceteacher to teach students methods of library

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organization including computerized systemsand practical uses of indexing of all kinds

• providing resources for students at all levelsof ability including exceptional children

• maintaining a collection of professionalmaterials on subjects of interest to computerscience teachers

• providing instruction in electronic searchtechniques for available resources such as theInternet and databases

• providing interdisciplinary experiences tohelp students comprehend and anticipate thelinks between computer science and otherdisciplines and areas of study.

Gender Equity Saskatchewan Education is committed toproviding quality education for all students in theK to 12 system. It is recognized thatexpectations, if based primarily on gender, limitstudents' ability to develop to their fullestpotential. While some stereotypical views andpractices have disappeared, others remain. Where schools have endeavoured to provide equalopportunity, continued efforts are required sothat equality of benefit or outcome may beachieved. It is the responsibility of schools todecrease sex-role expectations and attitudes in aneffort to create an educational environment freeof gender bias. This can be facilitated byincreased understanding and use of gender-balanced material and strategies, and furtherefforts to analyze current practice. Both girls andboys need encouragement to explorenon-traditional as well as traditional options. In order to meet the goal of gender equity in theK to 12 system, Saskatchewan Education iscommitted to bringing about the reduction ofgender bias that restricts the participation andchoices of students. It is important that theSaskatchewan curriculum reflects the variety ofroles and the wide range of behaviours andattitudes available to all members of our society. This curriculum guideline strives to providegender-balanced content and activities and topromote teaching strategies described ininclusionary language. These actions will assistteachers to create an environment free of bias andenable all students to share in experiences andopportunities that develop their abilities andtalents to the fullest. Teachers need to believe that both females andmales can perform well in computer science. Teachers should also become aware of theattitudes displayed by their students and helpthem to view themselves as being able to achieve

in computer science. It is important to showstudents the relevance of computers in their lives,choosing examples that come from theexperiences of all students, both male and female. From an early age, students need to be madeaware that daily living and many careers requirean ability to master and work with moderntechnology. Teachers need to be sensitive to theirinteractions with students and ensure thateveryone takes an active part in classroomactivities. Being aware of interactions betweenstudents that may reinforce limiting behaviour orattitudes and taking opportunities to discussthem will help students to acquire a broaderunderstanding of their own abilities and theirpotential. All of these actions will support andreinforce the principle of gender equity in acomputer science context and move towardimproved teaching practice.

Aboriginal Curriculum Content andPerspectives The integration of Aboriginal content andperspectives into the K-12 curriculum fulfils acentral recommendation of Directions, Indianand Métis Education Action Plan (1995) and TheIndian and Métis Education Policy fromKindergarten to Grade 12 (1995). In general, thepolicy states:

Saskatchewan Education recognizes thatthe Indian and Métis peoples of theprovince are historically unique peoplesand occupy a unique and rightful place insociety today. Saskatchewan Educationrecognizes that education programs mustmeet the needs of Indian and Métispeoples, and that changes to existingprograms are also necessary to benefit allstudents.

In a pluralistic society, the inclusion of Indianand Métis perspectives benefits all students. Cultural representation in all aspects of theschool environment helps to provide studentswith a positive group identity. Appropriateresources foster meaningful experiences forIndian and Métis students and promote thedevelopment of positive attitudes in all studentstowards Indian and Métis peoples. Awareness ofone's own culture and the cultures of othersdevelops positive self-concept and enhanceslearning. Saskatchewan Indian and Métis students comefrom varied cultural backgrounds and geographicareas encompassing northern, rural, and urban

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environments. Teachers must be given supportthat enables them to create instructional plansrelevant to meeting diverse needs. Varied social,cultural, and linguistic backgrounds of Indianand Métis students imply a range of strengthsand learning opportunities for teachers todevelop. Explicit guidance, however, is needed toassist teachers in meeting the challenge byenabling them to make appropriate choices inbroad areas of curriculum support. Anti-biascurricula, cross-cultural education, first andsecond language acquisition, and standard andnon-standard usage of language are becomingincreasingly important to classroom instruction. Care must be taken to ensure teachers utilize avariety of teaching methods that build upon theknowledge, cultures, and learning styles studentspossess. All curricula, including computerscience, require adaptations to the content,instructional practices, and learning environmentthat reflect the needs of the students. The following four points summarize theDepartment's expectations for the appropriateinclusion of Indian and Métis content incurriculum and instruction. • Curricula and materials will concentrate on

positive images of Indian, Métis, and Inuitpeoples.

• Curricula and materials will reinforce andcomplement the beliefs and values of Indian,Métis, and Inuit peoples.

• Curricula and materials will includehistorical and contemporary issues.

• Curricula and materials will reflect the legal,political, social, economic, and regionaldiversity of Indian, Métis, and Inuit peoples.

The Computer Science Curriculum Guidelinessupport the expectations of Indian and Métiscontent and perspectives by: • encouraging teachers to present programming

projects related to the students' environment• utilizing activity-based, hands-on approaches

that promote success and the development ofa positive self-image

• utilizing materials, both concrete andpictorial, with which the student is familiarand comfortable

• incorporating student-focused projects• demonstrating the applicability of computer

science through integration with other areasof study and daily life

• suggesting students work together incooperative groups of varying sizes.

The final responsibility for accurate andappropriate inclusion of Indian and Métis contentin instruction rests with teachers. They have theresponsibility of evaluating resources for bias andteaching students to recognize bias. TheComputer Science Curriculum Guidelines provideteachers with opportunities to begin theseintegration and evaluation processes. Thedocument Diverse Voices: Selecting EquitableResources for Indian and Métis Education(Saskatchewan Education, 1995) provides supportfor teachers in evaluating resources for bias.

Instructional Approaches It is necessary for teachers to use a broad rangeof instructional approaches to give students achance to develop their understandings andabilities to investigate, to make sense of, and toconstruct meanings from new situations; to makeand provide arguments for conjectures; and to usea flexible set of strategies to solve problems. Inaddition, greater opportunities can be providedfor small-group work, independent learning,electronic networking, peer instruction, andwhole-class discussions in which the teacherserves as a moderator. Such instructional methods will require theteacher's role to shift from dispensing informationto facilitating learning. New topics, wheneverpossible, should be introduced through real-lifeproblem situations that encourage students toexplore, formulate and test conjectures, provegeneralizations, and discuss and apply the resultsof their investigations. As a result of suchinstruction, students should be able to learncomputer science both creatively andindependently and thereby strengthen theirconfidence and skill in doing computer science. In fact, problem solving should not only be ameans of instruction but also a goal. Therelationship of problem solving to other teachingstrategies is very fundamental. One waystudents can obtain practice in using a problem-solving process is for the learning situation to beone where they can discover for themselves thecomputer science they are to learn. InstructionalApproaches: A Framework for ProfessionalPractice (1991) provides additional information tounderstand and implement a variety ofapproaches to teaching. The use of technology in instruction facilitates theteaching and learning of computer science. Computer software can be used for classdemonstrations and independently by students to

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explore additional examples, to performindependent investigations, to generate andsummarize data as part of a project, or tocomplete assignments. More information onusing a variety of instructional strategies can befound in the Instructional Strategies Series ofbooklets published by SIDRU and SPDU.

Assessment and Evaluation

Why Consider Assessment and Evaluation? Much research in education around the world iscurrently focusing on assessment and evaluation.It has become clear, as more and more researchfindings accumulate, that a broader range ofattributes needs to be assessed and evaluatedthan has been considered in the past. Assessment and evaluation are best addressedfrom the viewpoint of selecting what appearsmost valid in meeting prescribed needs. Evaluations may focus on progress in studentlearning (student evaluation), the effectiveness ofschool programs (program evaluation), and theeffectiveness of the curriculum (curriculumevaluation). Teachers also reflect on theeffectiveness of their instruction (teacher self-evaluation). In Student Evaluation: A TeacherHandbook (1991), the difference among thevarious forms of evaluation is explained.

Student Evaluation Teachers are encouraged to evaluate students ona wide range of learnings, through the use of anumber of assessment strategies or techniques. Observation, conferencing, oral and writtenassignments, portfolios of computer science work,and performance stations are examples of usefulnon-traditional tools for assessing students'computer science understandings, skills, andattitudes. The evaluation of student progress has a stronginfluence on both teaching and learning. Becausethe two main purposes of assessment are to helpin making instructional decisions and to monitorstudent progress, assessment must be integratedinto instruction. It helps to determine whetherthe teacher's intended meaning is the same as thestudent's constructed meaning and if it is not, theteacher can change the instruction to bring themtogether. If used appropriately, evaluation canpromote learning, build confidence, and developstudents' understanding of themselves.

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Program Evaluation Program evaluation is a systematic process ofgathering and analyzing information about someaspect of a school program in order to make adecision or to communicate to others involved inthe decision-making process. Program evaluationcan be conducted in two ways relativelyinformally at the classroom level, or moreformally at the classroom, school, or schooldivision levels. To support formal school-based programevaluation activities, the Department hasdeveloped the Saskatchewan School-BasedProgram Evaluation Resource Book (1989) to beused in conjunction with an inservice package.

Curriculum Evaluation During the 1990s, new curricula continue to bedeveloped and implemented in Saskatchewan. Consequently, there is a need to know whetherthese new curricula are being effectivelyimplemented and whether they are meeting theneeds of students. Curriculum evaluation, at theprovincial level, involves making judgmentsabout the effectiveness of provincially authorizedcurricula. It involves gathering information and makingjudgments or decisions based on the informationcollected, to determine how well the curriculum isperforming. The principal reason for curriculumevaluation is to plan improvements to thecurriculum. Such improvements might involvechanges to the curriculum document and/or theprovision of resources or inservice to teachers. Curriculum evaluation is described in greaterdetail in Curriculum Evaluation in Saskatchewan(Revised 1994).

Teacher Self-Evaluation There are two levels of teacher self-evaluation: reflection on day-to-day classroom instruction,and professional self-evaluation. Teachers refine their skills through reflectingupon elements of their instruction which includesevaluation. The following questions may assistteachers in reflecting on their evaluations ofstudent progress.

• Was there sufficient probing of studentknowledge, understanding, skills, attitudes,and processes?

• Were the assessment strategies appropriate

for the student information required? • Were the assessment conditions conducive to

the best possible student performance? • Were the assessment strategies

fair/appropriate for the levels of studentabilities?

• Was the range of information collected from

students sufficient to make interpretationsand evaluate progress?

• Were the results of the evaluation

meaningfully reported to students, parents,and other educators as appropriate?

Through reflection on questions like those above,teachers are able to improve their strategies forstudent evaluation. It is also important for teachers, as professionals,to engage in self-evaluation. Teachers shouldtake stock of their professional capabilities, setimprovement targets, and participate inprofessional development activities. Some waysteachers can address their professional growthare by: reflecting on their own teaching; readingprofessional documents (e.g.: articles, journals,and books); attending workshops, professionalconferences, and courses; and, developingnetworks with other professionals in their fields.

Clarification of Terms To enhance understanding of the evaluationprocess, it is useful to distinguish between theterms "assessment" and "evaluation". Theseterms are often used interchangeably causingsome confusion over their meaning. Assessmentis a preliminary phase in the evaluation process. In this phase, various techniques are used togather information about student progress. Evaluation is the weighing of assessmentinformation against some standard (such as acurriculum learning objective) in order to make ajudgment. This may then lead to decision andaction. There are three main types of student evaluation:diagnostic, formative, and summative.

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Diagnostic evaluation is used to determine whereinstruction should begin and usually occurs at thebeginning of the school year or before a unit ofinstruction. Its main purposes are to identifystudents who lack prerequisite knowledge,understanding, or skills, so that remedial helpcan be arranged; to identify gifted learners toensure they are being sufficiently challenged;and, to identify student interests. It may consistof teacher-designed tests, informal discussions,and tasks that incorporate the pre-requisite skillsor concepts. Diagnostic evaluation providesinformation essential to teachers in designingappropriate programs for students. Formative evaluation is an ongoing classroomprocess that keeps students and educatorsinformed of students' progress towards programlearning objectives. It provides teachers withvaluable information upon which instructionalmodifications can be made. Analysis of worksamples, observation, interviews, checklists, andteacher-made tests are ways of collecting data forformative evaluation. This type of evaluationhelps teachers understand the degree to whichstudents are learning the course material and theextent to which their knowledge, attitudes, skills,and understandings are developing. Students areprovided direction for future learning and areencouraged to take responsibility for their ownprogress. Summative evaluation occurs most often at theend of the unit of study. Its primary purposes areto determine what has been learned over a periodof time, to summarize student progress, and toreport on progress to students, parents, andeducators. It is a formal evaluation and studentsare informed in advance of the timing, method,and specific knowledge, skills, or behavioursbeing evaluated. Evaluation techniques includetesting, analysis of work samples, interviews,checklists, and projects. Seldom are evaluations strictly formative orsummative. For example, summative evaluationcan be used formatively to assist teachers inmaking decisions about changes to instructionalstrategies or other aspects of students' learningprograms. Similarly, formative evaluation maybe used to assist teachers in making summativejudgments about student progress. However, it isimportant that teachers make clear to studentsthe purpose of assessments and whether they willlater be used summatively. Typically, teachers conduct all three types ofevaluation during the course of the school year.

Phases of the Evaluation Process Evaluation can be viewed as a cyclical processincluding four phases: preparation, assessment,evaluation, and reflection. The evaluationprocess involves the teacher as a decision makerthroughout the four phases. In the preparation phase, decisions are madethat identify what is to be evaluated, the type ofevaluation (diagnostic, formative, or summative)to be used, the criteria against which studentlearning outcomes will be judged, and the mostappropriate assessment techniques with which togather information on student progress. Twomain questions in this phase are "What do I wantthe students to know and be able to do?" and"What are valuable ways to ascertain whetherthey understand and can perform theseactivities?". The teacher's decisions in this phaseform the basis for the remaining phases and maybe made in consultation with the student. During the assessment phase, the teacheridentifies information-gathering strategies,collects student products, constructs or selectsinstruments, administers them to the student,and collects the information on student learningprogress. The evidence gathered should linkdirectly with the decisions made in the firstphase. The teacher needs to ask questions like"What kinds of tasks can guide instruction andhelp monitor students' progress?" and "What aresome important aspects to consider in choosingtasks?". The identification and elimination of bias(such as gender and cultural) from theassessment techniques and instruments, and thedetermination of where, when, and howassessments will be conducted are examples ofimportant considerations for the teacher. During the evaluation phase, the teacherinterprets the assessment information and makesjudgments about student progress. Teachersneed to reflect on the assumptions they bring tothe interpretation of evidence gathered. Based onthe judgments or evaluations, teachers makedecisions about student learning programs andreport on progress to students, parents, andappropriate school personnel. The reflection phase allows the teacher toconsider the extent to which the previous phasesin the evaluation process have been successful. Specifically, the teacher evaluates the utility andappropriateness of the assessment strategiesused. Such reflection assists the teacher inmaking

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decisions concerning improvements ormodifications to subsequent teaching andevaluation. All four phases of the evaluation process areincluded in diagnostic, formative, and summativeevaluation.

Principles of Evaluation Because evaluation is an integral part of thecurriculum, Saskatchewan Education hasdeveloped the following guiding principles toprovide a framework to assist teachers inplanning for student evaluation. • Evaluation is an essential part of the

teaching-learning process. It should be aplanned, continuous activity that is closelylinked to both curriculum and instruction.

• Evaluation should be guided by the intended

learning objectives/outcomes of thecurriculum and a variety of assessmentstrategies should be used.

• Evaluation plans should be communicated in

advance. Teachers must explain criteria andassessment techniques to students clearly andahead of actual assessment. Students shouldhave opportunities for input to the evaluationprocess.

• Evaluation should be fair and equitable. It

should be sensitive to family, classroom,school, and community situations; it should befree of bias. Students should be givenopportunities to demonstrate the extent oftheir knowledge, understanding, skills, and attitudes.

• Evaluation should help students. It should

provide positive feedback and encouragestudents to participate actively in their ownlearning. Students may set standards ofaccomplishment and practise peer and self-assessment.

Student Assessment in Computer Science

Specific assessment strategies are selected ordevised to gather information related to how wellstudents are achieving the learning objectives ofthe curriculum. The assessment strategies usedat any given time will depend on several factorssuch as the type of learning outcomes (knowledge,skill, attitude, understanding, value, or process),

the subject area content, the instructionalstrategies used, the student's level ofdevelopment, and the specific purpose of theevaluation.

The foundational objectives and the learningobjectives for the curriculum become the criteriafor assessing students. Although these objectivesshould be attainable by the majority of students,that is not true for all. In addition, some studentsmay not reach full potential because they are notchallenged but are allowed to remain at theacceptable "average". The Adaptive Dimensionrecognizes that the needs of all students must beconsidered in order for effective teaching andlearning to occur. Therefore, adaptations toinstruction or procedures may be required. Evaluation must be made in a context that issignificant and similar to the learningenvironment; e.g., applications of “conditionalsand looping” concepts should be based on priorunderstanding. The teacher should be aware thatsome students with computer skills and abilitiesmay have difficulty demonstrating these in awritten assessment. In the choice of objectivesand evaluation strategies, the teacher shouldconsider the individual needs of students.

Learning computer science is a cumulativeprocess that occurs as experiences contribute tounderstanding. A numerical grade offers only aglimpse of a student’s knowledge. If the goal ofassessment is to obtain a valid and reliablepicture of a student's understanding andachievement, evidence must come from a varietyof sources. These sources may include oralpresentations, written work, observations, orvarious combinations of these. Examples ofwritten work include programming projects,journals, essays or presentations, quizzes, andexams. Records of a student's progress mayinclude anecdotal records, portfolios, andjournals. Rating scales and observationschecklists are also helpful devices to recordevidence of a student's continued growth inunderstanding. The advantage of using severalkinds of assessments is that a student'sunderstanding can be continuously monitored. Inaddition, because students differ in theirperceptions and thinking styles, it is crucial thatthey are given the opportunity to demonstratetheir individual capabilities. A single type ofassessment can frustrate students, diminish theirself-confidence, and make them feel anxiousabout computer science.

The assessment of a student's computer scienceknowledge includes his/her ability to solve

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problems, to use the language of computerscience, to reason and analyze, to comprehend thekey concepts and procedures, and to think and actin positive ways. Assessment should alsoexamine the extent to which students haveintegrated and made sense of computer scienceconcepts and procedures and whether they canapply these concepts and procedures to situationsthat require creative and critical thinking.

Understanding concepts and theirinterrelationships is essential to interpreting asituation and deriving an appropriate plan ofaction. Knowing what procedures areappropriate and how to execute them is essentialto carrying out the plan successfully.

Progress in problem solving should be assessedsystematically, deliberately, and continually. Methods for assessing a student's ability to solveproblems include observing the student solvingproblems individually, in small groups, or in classdiscussions. Other methods include listening tostudents discuss their problem-solving processesand analyzing other computer programs. Arating scale is useful for assessing a student'sproblem-solving skills. It may include rating astudent's willingness to engage in problemsolving, the use of a variety of strategies, facilityin finding the solution to problems, andconsistency in verifying the solution.

Assessment of a student's ability to communicateincludes the meaning she/he attaches to theconcepts and procedures of computer science. Italso involves his/her ability in talking about,writing about, understanding, and evaluatingcomputer science ideas. In assessing a student'sability to communicate, attention should be givento the clarity, precision, and appropriateness ofcomputer science terms and symbols. Teachersshould ask questions regularly. Discussion is alsoa excellent means of judging a student's ability tofunction as a critical participant in small groupsor in the class as a whole. Much of theassessment of communication skills can be doneby oral and informal methods.

The assessment of a student's ability to usecomputers and software is paramount. Astudent's ability to structure and presentinformation with the use of technology can beassessed by various means.

An understanding of computer science conceptsinvolves more than mere recall of definitions andrecognition of examples. It also encompasses abroad range of abilities. Assessment must include

the aspects of conceptual understanding byfocusing on a student's ability to discriminatebetween relevant and irrelevant attributes of aconcept by selecting examples and non-examples,to represent concepts in various ways, and torecognize their various meanings. Observationalchecklists, anecdotal records, or written reportsmay be used to assess such conceptualunderstanding.

Learning computer science also includesdeveloping a positive attitude towards computerscience. The assessment of a student's attituderequires information about her/his thinking andactions in a wide variety of situations. Encouragestudents to reflect on their own thinking. Students' attitudes are reflected in how they askand answer questions, work on projects, andapproach new tools and techniques. Observations, programming projects, journals,and oral presentations are all excellent ways toassess a student's attitude towards computerscience.

The computer science curriculum incorporates anumber of instructional strategies and methods. Each one suggested has been chosen to facilitatethe learning objectives effectively. Teachersshould choose the most appropriate assessmenttechniques for what they have taught and howthey have taught it. Computer science involvesmore than just creating a program that works. The strategy, the procedure used to plan it, andthe communicative skill employed to conveyunderstanding are also important. Evaluationidentifies for the students, as well as theirparents, those aspects of learning that are valued.The curriculum guidelines identify the valuedobjectives, hence learnings.

Some assessment techniques are better suited forproviding certain kinds of information thanothers. The techniques the teacher uses willdepend upon the purpose of the assessment. Forexample, if a teacher wishes to assess theknowledge the students have gained, a quiz ortest using objective items would provide thenecessary evidence of student learning. However,should the teacher wish to assess problem-solvingskills, a performance test with specific criterialisted on a rating scale or checklist as a recordinginstrument may prove of more value. Shouldinformation on student attitude or workinvolvement be the purpose of the assessment,anecdotal records may be the best device. Withprocesses that students would use in performingtasks, a teacher may choose to observe studentsduring performance assessments or presentations

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and record the information on checklists or ratingscales listing specific areas to be assessed. Teachers do not necessarily need to assess allstudents every class. For example, a teacher mayprepare anecdotal records for five students perclass.

Examples of how instructional strategies andassessment techniques may be applied to thiscurriculum can be found throughout theseguidelines in the Notes column. Thesesuggestions are not meant to be prescriptive. They are offered as examples of how a teachermay use a range of assessment techniques toassess student progress in a variety of differentareas. There are many examples in InformationProcessing and other Core Curricula that may beused or adapted for student assessment.For further information on the variousassessment strategies and types of instrumentsthat can be used to collect and record informationabout student learning, refer to StudentEvaluation: A Teacher Handbook (1991).

Record Keeping

An important aspect of organizing an evaluationplan is managing the records that are kept.

The following ideas for record keeping andorganizing for assessment have been adaptedfrom Student Evaluation: A Teacher HandbookFollow-up Inservice (1993). These tips may assistany teacher when considering how an evaluationprogram may be organized.

Keep a master list of the skills, attitudes, andprocesses that may be applicable to all subjectareas. This will save time in constructingassessment instruments.

Involve students in assessing their own learningprogress. When students are aware of theexpectations the teacher has for them, thestudents are able to become accurate self-assessors.

Have students file assessment instruments (asmuch as they are able). Students will learnorganizational skills as well as learn to becomefully aware of the information being gathered ontheir progress.

Extend observations over time. It is not possiblenor advisable to see every observable studentbehaviour that may be listed on a checklist orrating scale exhibited by every student duringone period of time. A checklist completed over a

term, used on a regular basis, gives a better viewof what a student can do compared withobservations that are one-time, one-shotattempts.

Keep it simple. Consider the essentials andstreamline the assessment routine.

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Assigning Grades

Traditional grading systems often use a narrowfocus on whether an answer is right or wrong. With holistic scoring, grades can be based on astudent's total ability, content knowledge, andprocesses rather than on the percentage of correctanswers. Criteria can be determined for a rubricthat can be used to score the work but can alsocommunicate to students what the score meansand how they can improve their performance. Ascore that indicates to the students a grading oftheir understanding, solution(s), andexplanation(s) is much more valuable than asingle score. During the course of the year, thesescores can be monitored and a clear picture of thestudent's progress in specific areas of thinkingcan be created.

The grades given should be fair, objective, and anaccurate reflection of the student's achievement. Grading is a judgmental, and therefore,subjective process, hence teachers must becautious not to evaluate only a small part of thestudent's knowledge, skills, and abilities.

Sample Evaluation Scheme

Program Assignments 40%Examinations and quizzes 30%Research Project 10%Final Examination 20%

Informing Students and Parents orGuardians about Evaluation

"Best evaluation practice" stipulates that studentsknow at the outset what will be assessed, how itwill be assessed, why it is to be assessed, when itwill be assessed, and how the assessment willcontribute to an evaluation of their progress.

Students should know criteria, performancelevels, and what constitutes high quality work.This enables them to evaluate their own workand know what the expectations are.

Whenever possible, this information should alsobe communicated to parents or guardians.

Conclusion

Evaluation is the reflective link between whatought to be and what is, and therefore, it is an

essential part of the educational process. Evaluation procedures should provide positiveand supportive feedback to students and shouldassist in making good decisions about the nextsteps in their learning and instruction. Regardstudents as active participants and encourage thedevelopment of self-appraisal. The main purposesfor evaluating are to facilitate student learningand to improve instruction. By continuouslyevaluating student progress, school programs,curriculum, and the effectiveness of instructionand evaluation, these purposes will be realized.

Evaluation instruments should mirror the classexperience as much as possible. While testingstudent progress using computers can beproblematic, using only paper and pencilinstruments is likely unfair.

Program Considerations

Programming Languages

Learning to program a computer is one of theimportant topics in the study of computer science,but it must be noted that there are many otherimportant components of the science. Thetheoretical science of computation has itsfoundations in mathematics and linguistics,where algorithms for efficient computation andlanguages for expressing these algorithms arestudied. The practice of computer programminggrew from the capabilities of electronic computersto physically execute algorithms and interpretlanguages.

The main activity of most computer scientists isto design, develop, and program softwaresystems. This activity has recently becomeknown as "software engineering". Improvingmethods for designing and developing softwarethat is correct, reliable, safe, and efficient hasbeen a major activity in computer science over thepast 50 years. Software design methodologieshave progressed rapidly during the past 15 years. New paradigms such as object-orientedprogramming and rapid application developmentenvironments have changed the way software isdesigned and developed.

Computer Science 20 and 30 are more thancomputer programming courses. They are based ona broader range of objectives. In this approach tocomputer science, a programming language is usedas a tool. However, some programming languagemust be chosen over others. It is desirable forstudents to have experience with more than one

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language so that they are aware that commonalitiesexist among different languages.

A different language should be used in the twoclasses. The teacher should select the languages sothat the one used at the 30 level presents a differentperspective so that students get as broad a rangeof experience as possible. It is recommended thatan object-oriented language be used in at leastone of the courses.

The selection of programming languages is left tothe teacher. However, situations may arisewhere guidance is needed. For those cases,suggested languages are listed in AppendixA. These are recommended for beginners becausethey are good languages that are easy to obtain,cheap, and relatively easy to use.

The concepts learned at the 20 level will be coveredreadily with the second language at the 30 level. Itis know from research that students transfer theirknowledge of one computer language to the learningof another. This transfer occurs, in part, by analogy. Features of the new language (syntax) are learnedbetter when the teacher points out their similaritieswith features of the previous language. Analogiesare also important when presenting control and datastructures of the new language. Students will learnthe new structures better when they are shown thesimilarities and differences with the previouslanguage. Students will continue to explainstructures of the new language in terms of theprevious language, even after they become familiarwith the new. Teachers can utilize this link withthe previous language as an instructional aid forsome time after the new language is introduced.

By the time students complete Computer Science30, they should be exposed to a variety ofcomputer experiences. Students should gain anunderstanding of the software methodologycompatible with the new language. Allprogramming projects should promote goodsoftware design habits, using a recognizedsoftware design methodology and producing awell-documented and tested software system.

Problem Solving

Various Core topics have been identified asimportant for Computer Science 20 and 30. Suggested times for these topics are indicatedreflecting the level of emphasis. Optional topicsmay be chosen depending on interest and timeavailable.

Integration

The Internet and multimedia presentations maybe used by students in other classes. This wouldprovide opportunities for integration of subjects. The Computer Science class could act as aresource for understanding the uses in otherclasses.

Assignments

Assignments, intended to be completed in class orat home, enhance students' understanding, skills,and proficiency in computer science. Assignments can ensure that each SecondaryLevel credit accommodates 100 instructionalhours.

The research component of the courses givesstudents an opportunity to explore the currentstate of knowledge in a Computer Science area ofinterest. It will also give them opportunity togain experience with state of the art presentationtechniques.

Care must be taken to assure that assignmentsare meaningful extensions of the concepts taughtin class. Unimaginative assignments can ofteninhibit students' creativity, love of computerscience, and desire to extend their learningindependently. Assignments should developstudents' higher levels of thinking by beingstructured in a problem-solving mode so thatstudents have the opportunity to apply thecomputer science concepts learned. Although theobjectives are presented in a numbered sequence,it is not required that they be presented in thisorder. The teacher should present the objectivesin a way that is appropriate for the situation inthe class.

Parents/caregivers can be significant contributorsto this learning process. Opportunities forparents/caregivers to be involved in the datacollection and problem-solving processes allowthem to display interest in the student's work. Italso offers them the opportunity to becomefamiliar with the student's program.

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References

Alberta Education. (1994 Interim). Career and technology studies: Computer processing 10-20-30. Edmonton, AB: Author.

Saskatchewan Education. (1995). Connections to a world of learning. Saskatchewan’s multimedialearning strategy. Regina, SK: Author.

Saskatchewan Education. (1995). Indian and Métis education policy from kindergartento grade 12. Regina, SK: Author.

Saskatchewan Education. (1993). Student evaluation: A teacher handbook follow-up inservice. Regina,SK: Author.

Saskatchewan Education. (1992). The adaptive dimension in core curriculum. Regina, SK: Author.

Saskatchewan Education. (1992). Gender equity: A framework for practice. Regina, SK: Author.

Saskatchewan Education. (1992). Saskatchewan school-based program evaluation resource book. Regina,SK: Author.

Saskatchewan Education. (1991). Instructional approaches: A framework for professional practice. Regina, SK: Author.

Saskatchewan Education. (1991). Student evaluation: A teacher handbook. Regina, SK: Author.

Saskatchewan Education. (1988). Understanding the common essential learnings: A handbook forteachers. Regina, SK: Author.

Saskatchewan Education. (1987). Resource-based learning. Policy, guidelines, and responsibilities forSaskatchewan learning resource centres. Regina, SK: Author.

Saskatchewan Education. (1984). Computer applications 10, 20 and computer science 10, 20, 30. Acurriculum guide for division IV. Regina, SK: Author.

Saskatchewan Education. (1984). Directions: The final report. Regina, SK: Author.

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Computer Science 20

Outline of Foundational and Learning Objectives

Unit 1: Software and HardwareFoundational ObjectiveTo familiarize the students with the software and hardware components that comprise a computer system andemphasize safe, responsible use of them.Suggested Time: 5-10 hoursLearning Objectives cover:1.1 Responsible Computer Use1.2 Operating System Use1.3 Operating System Analysis1.4 Hardware Use and Maintenance

Unit 2: Problem SolvingFoundational ObjectiveTo provide the students with an understanding of problem-solving methods and techniques.Suggested Time: 5-10 hoursLearning Objectives cover:2.1 Problem Analysis2.2 Problem Solving: Strategies2.3 Algorithms: Describing Output2.4 Algorithms: Correcting Errors

Unit 3: Fundamentals of Programming and DesignFoundational ObjectiveTo be familiar with and understand the fundamentals of computer program writing and software design.Suggested Time: 5-10 hoursLearning Objectives cover:3.1 Program Structures3.2 Benefits of Structured Programming3.3 Modular Program Structure3.4 Program Testing/Debugging3.5 Internal Program Documentation3.6 External Program Documentation

Unit 4: Experience with Programming and DesignFoundational ObjectiveTo provide hands-on experience with program writing and software design and interpreting and writingdocumentation.Suggested Time: 50-65 hoursLearning Objectives cover:4.1 Initial Concepts4.2 Output Statements4.3 Variables and Assignments4.4 Assign and Output4.5 Input Data to a Variable4.6 Anatomy of a Program4.7 Concepts: Conditionals and Looping4.8 Programming: Conditionals and Looping4.9 Programming: Procedures and Subprograms4.10 Programming: Single and Nested Loops4.11 String Functions4.12 Numeric Functions4.13 User-Defined Functions4.14 Concepts: Single-Dimension Arrays

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4.15 Programming: Single-Dimension ArraysUnit 5: Networks (Optional)Foundational ObjectiveTo familiarize the students with the software and hardware systems that comprise the different types ofnetworks and emphasize safe, responsible use of them.Suggested Time: 5 hoursLearning Objectives cover:5.1 Networks5.2 Understanding the Internet5.3 Using The Internet5.4 Multimedia

Unit 6: Careers Related to Computer ScienceFoundational ObjectiveTo identify and describe computing careers, and the necessary preparations for them.Suggested Time: 5 hoursLearning Objective covers:6.1 Investigating Careers in Computer Science

Unit 7: Research TopicsFoundational ObjectiveTo provide hands-on experience with current research and presentation methods that utilize informationtechnologies through investigation of a computer science topic of interest.Suggested Time: 7-10 hoursLearning Objective covers:7.1 Researching a computer science topic and presenting the findings to peers using computer technology.

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Unit 1: Software and Hardware

Suggested Time: 5-10 hours

Foundational Objective• To familiarize the students with the software and hardware components that comprise a computer system

and emphasize safe, responsible use of them.

Common Essential Learnings Foundational Objective• To understand and use the computer as a helpful learning tool. (TL)

Note: other CELs may be emphasized here.

Learning Objectives Notes

1.1 Demonstrate acceptableattitudes and responsiblepractices by:• observing copyrights of

software publishers• using school computers and

networks in a responsiblemanner, both in the physicalcare of the computer and thenature of the uses of it

• using computers in anappropriate way.

(PSVS)

Schools must model proper attitudes and practices in use of software.All software in use in a school should be properly licensed. A police officer, a software vendor, a software author or a lawyerwould be a good resource person to talk about software piracy. It would be beneficial to have students discuss the division or schoolTechnology Use Policy. If one does not exist, students could create adraft version.

1.2 Be able to demonstrateunderstanding of thefundamentals of the operatingsystem that is on the computerbeing used. Students will beable to perform the followingoperations:• start and shut down the

system• write, copy, erase, edit and

print files• run applications, specifically

the programming language• interpret the system

software manuals andcopyright agreement.

If an extra computer is available, have students install an operatingsystem on it as an individual or team assignment. The system couldbe removed in preparation for the next group.

1.3 Contrast the characteristics ofthe operating system being usedwith one other. (TL)

If only one operating system is in use in the school, a communityresource person, teacher or student who uses a different system couldprovide some information about another system.

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1.4 Demonstrate an understanding

of the basic workings ofmicrocomputer hardware. Students will be able to do thefollowing things:• describe the proper

procedures and precautionsto work safely inside thecase of a computer

• describe the input andoutput devices of the system

• properly disconnect andground a computer, removethe cover, locate anddescribe the function of• CPU chip• power supply• storage devices• memory chips• expansion slots and

boards• remove a board from a

computer and re-install it.(TL)

A kit from Intel, The Journey Inside: The Computer isavailable free of charge to teachers. It was designed for MiddleLevel students and may be too elementary for senior students. Contact http://www.intel.com/intel/educate/teacher/ journey/index.htm. This activity should be done only if hardware availability allows it.An older computer such as those available from the Computers forSchools program could be set aside for this activity. Safety ofstudents and proper grounding of components should be stressed;static electricity can be deadly to computer chips. Students should becautioned that doing this on other computers might be dangerous.

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Unit 2: Problem Solving Suggested Time: 5-10 hours Foundational Objective• To provide the students with an understanding of problem-solving methods and techniques. Common Essential Learnings Foundational Objective• To understand how knowledge is constructed in the sciences. (CCT) Note: other CELs may be emphasized here.


2.1 Analyze a programming task orsolution in top-down form andexplain the procedures for solvingthe problem in the form of analgorithm (flowchart or pseudocode).

These objectives may be presented before students beginprogramming. However, they may be integrated with other learningobjectives in programming projects.

2.2 State and explain the steps of aproblem-solving strategy for thesolution of computing problems. (COM)

Concrete examples are useful to introduce the concept of algorithms:• create a sandwich• change a tire• change a light bulb A teacher could play the role of a Martian taking the instructions ofthe students extremely literally while performing the task.

2.3 To trace through an algorithm(flowchart or pseudocode) anddescribe correctly the specificoutput of a given algorithm for agiven set of data and describe ingeneral what it accomplishes. (CCT)

These objectives should be referred to throughout all otherprogramming projects.

2.4 Identify and correct errors in agiven algorithm.

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Unit 3: Fundamentals of Programming and Design Suggested Time: 5-10 hours Foundational Objective• To be familiar with and understand the fundamentals of computer program writing and software design. Common Essential Learnings Foundational Objective• To reflect upon how knowledge is developed and changed in computer science. (CCT)• To develop and use the vocabulary associated with computer programming. (COM) Note: other CELs may be emphasized here.


3.1 Demonstrate an understandingof three basic programmingstructures: sequence (actionblock), repetition (loop block) andselection (branch block).

These principles may be introduced before students begin creatingprograms. The teacher might prefer to incorporate them with theLearning Objectives of Unit 4. Students should be reminded of theseobjectives throughout their programming projects.

3.2 Demonstrate an understandingand appreciation of the benefitsof a structured programmingstyle. (CCT)

The instructor should insist that these fundamentals of goodprogramming be present in all student projects. The instructor shouldbe sure to practice, as well as preach, this style.

3.3 Demonstrate understanding ofprograms composed of a mainlogic module and sub-moduleslinked hierarchically to it (eachmodule having one point ofentry and one exit).

It is a good idea to have students transfer algorithm or pseudocode ina new program first as comments or remarks. The students can thenfill in the necessary code under the appropriate comment. This willpromote a proper structured approach to a problem and prevent thecommon practice of putting comments in a program after it is finished.

3.4 Demonstrate the ability to testand debug a program by:• using manual testing

("program tracing")techniques with paper andpencil

• placing position markerswithin the program for theoutput of intermediateresults. (CCT)

Students should understand the difference between a logical error anda syntax error.

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of appropriate internaldocumentation and the use andvalue of:• imbedded comments• descriptive variable names• indentation• spacing for clarity (on-going)• defining global and local

variables.

The instructor should consider these things when assessing andevaluating student program code.

3.6 Demonstrate an understandingof appropriate externaldocumentation of the use andvalue of:• showing the

interrelationships ofmodules through the use ofa diagram delineating theinput/output formats

• providing a programdescription

• describing the limitations ofthe program. (COM)

All students should write a Users’ Manual for at least one program. Have the program and manual tested by someone unfamiliar with theprogram. This could be an interesting opportunity for peer reviewand assessment.

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Unit 4: Experience with Programming and Design Suggested Time: 50-65 hours Foundational Objective• To provide hands-on experience with program writing, software design, and interpreting and writing

documentation. Common Essential Learnings Foundational Objectives• To use formal procedures to learn about programming language developments. (TL)• To apply mathematical concepts during computer science language exercises. (NUM) Note: other CELs may be emphasized here.


4.1 Demonstrate generalknowledge of programs in thelanguage, including:• use of internal

documentation statements• order of execution of

statements• executable and

non-executable statements• termination of a program.

(TL)

The teacher should explain the value of these things in a program. It can be valuable for students to critique examples of good and badprogram code.

4.2 Write programs in the languagethat outputs:• blank lines• numbers• strings (messages)• items that are formatted

and spaced in a variety of ways

• strings and numbers on oneline. (TL, COM)

It is a good idea to have some sort of “ice breaker” activity to reducethe anxiety level for beginning programmers. Writing the firstprogram can be daunting. Students should be given an explanation of the criteria which will beused when their programs are evaluated. Creating a checklist ofthese for the students to use is good. Whenever possible, have student programming projects link to othercourses such as science, mathematics or accounting. The instructor can provide the students with test data to use withtheir program to see if the results are valid.

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4.3 Demonstrate understandingand skill in the use of variablesand assignment of values tovariables, as follows:• differentiate between

variables and values• identify primitive types of

variables• identify the characteristics

of the different types ofvariables and the operatorsappropriate to the differenttypes

• explain conventions fornaming variables

• identify an acceptableprogram statement thatassigns a value to avariable

• explain how a variableassignment is executed.

A concrete model is useful to demonstrate how a value is assigned toa variable.• A “RAM mailbox” structure with several compartments is an

excellent model. Objects representing information can be movedamong the compartments to show how values are assigned andmoved. References to the mailbox are useful for more advancedtopics such as traces, arrays, and sorts.

• Role playing can be a good experience with students representingmemory locations and data.

4.4 Write programs in the languagethat assigns an output, asfollows:• assign numbers to numeric

variables• assign strings to string

variables• transfer the value of one

storage variable to another• output the values of

numeric and stringvariables in a formattedway. (NUM)

It is important that students understand the difference betweennumeric and string variables and the way they are handled in thelanguage. An activity early in the course to help students learn thedifferences can prevent much grief for them. An assignment wherestudents correct variable mismatches or write a program withmismatches for a classmate to correct might be valuable.

4.5 Write programs that:• display appropriate

messages when promptingthe user

• store numeric data in anappropriate variable

• store string data in anappropriate variable.

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4.6 Recognize the various

structural components of aprogram including variable andtype declarations, conditionals,loops, modules, procedures/sub-routines, functions and othercomponents that the chosenlanguage supports.

It can be a good idea to have the students write procedures for aprogram body supplied by the teacher.

4.7 Demonstrate understandingand skill in the use ofconditionals and looping, asfollows:• define a conditional, a loop• understand how infinite

loops are created and whythey should be avoided

• describe the relationaloperators

• use relational operators tocompare numeric andstring values.

Conditional statements in most programming languages areimplemented with an if-then-else structure. In some olderlanguages, go to statements were used to simulate this structure. However, the use of go to should be STRONGLY discouraged inall student programming. If your chosen language requires use ofgo to statements, it is time for an upgrade.

4.8 Demonstrate an understandingin the use of the language’sconditional and loop commands,as follows:• state the purpose of each

statement of the command(s)• identify and correct invalid

uses of the command(s)• follow and diagram the

working of a conditional (ifstatement) and series ofnested conditionalsidentifying the operatorsand the logical conceptsinvolved

• follow and diagram theworking of a loop, trackingcounter values, etc.

• explain nested loops andhow they work.

The instructor may decide to restrict the topic to one kind of loopstructure; however, students should be aware that most languageshave several loops, each of which has different attributes. Forexample, some loops are count based and some are condition based. Nested loops can be demonstrated through role-playing. A studentcould perform an action loop, such as clapping five times. This actionloop can be nested inside another such as standing up and sittingdown.

4.9 Demonstrate understanding ofthe value and importance ofproper use of sub-programs andof using sub-routines wheneverpractical within programmingprojects.

The students may find an ongoing program, that is added to as newconcepts are introduced, to be more interesting than a new programfor every concept.

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4.10 Write programs involving

single and nested loops.

4.11 Write programs that containmanipulations with stringsusing the string manipulationfunctions in the language. (COM)

String comparison, joining, case change, and dissecting should bediscussed and practised. A model of a string variable can show that different string functionsdo not change the value of the variable, they just look at a piece of it.

4.12 Write programs that containuses of the built-in numericfunctions of the language.

4.13 Demonstrate an understandingof and skill in the use ofuser-defined functions asfollows:• identify appropriate uses• contrast characteristics

with other types of routinesand procedures. (NUM)

It is useful to show the value of functions by contrasting two programsthat produce similar output while differing by using or not usingfunctions.

4.14 Demonstrate an understandingof and skill in the use of singledimension arrays as follows:• describe the way that

subscripted variables arestored in memory

• explain how a loop can dealwith numerous variablesusing an array

• explain how a variable canbe used to select aparticular element from anarray.

Visual models are valuable when introducing arrays to students. When beginning to use arrays, students will understand the processesmuch better if they first fill and extract data from an array withseparate actions rather than doing it recursively. They will soon wanta way to improve the process and will be eager to use loops tomanipulate data in an array.

4.15 Use single-dimension arraysappropriately in a program, asfollows:• enter data into an array• access data from an array• search and sort items in an

array.

The sort and search should be done quickly, with the purpose ofdemonstrating the use of arrays. It is not intended to have studentsbecome proficient with all aspects of searches here.

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Unit 5: Networks (Optional) Suggested Time: 5 hours Foundational Objective• To familiarize the students with the software and hardware systems that comprise the different types of

networks and emphasize safe, responsible use of them. Common Essential Learnings Foundational Objective• To respond sensitively to the ideas, comments and products of others. (PSVS) Note: other CELs may be emphasized here.


5.1 Demonstrate an understandingof the nature of networks asfollows:• describe the components and

workings of a local areanetwork

• explain the role of networkmanager

• discuss network securityissues

• describe how local areanetworks can be connectedinto a wide area network.(TL)

If the school has a network, the network manager can be an excellentresource.

5.2 To demonstrate anunderstanding of the Internet asfollows:• be familiar with the nature

and history of the Internet• explain how a connection is

made to the Internet and thedifferent protocols that makeit work

• demonstrate anunderstanding of thedifferent functions of theInternet

• understand and observe“netiquette”, the code ofethics of the Internet

• discuss Internet securityissues and viruses. (PSVS)

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5.3 Demonstrate capability to use

the Internet by:• connecting• sending and receiving e-mail• browsing the World Wide

Web• using World Wide Web

search tool• downloading a file by file

transfer protocol (ftp) froman ftp site and examining itwith appropriate software toensure that it is safe andvirus free. (TL, COM)

Students may have covered this in other courses, in which case itmay be omitted or covered in greater depth. Most computer languages have websites and/or newsgroups whereusers congregate. These could be a valuable resource for computerscience students. This document is online as part of the Evergreen Curriculum athttp://www.sasked.gov.sk.ca/docs/evergrn.html

5.4 Demonstrate an ability to dosimple multimedia presentationsby:• creating a simple, linear

multimedia presentationcontaining graphics

• creating a simple page inWorld Wide Web formatusing hypertext markuplanguage (html). (TL, COM)

Students may have covered this in other courses, in which case itmay be omitted or covered in greater depth. This might be a good opportunity for subject integration; studentscould do a presentation for another class.

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Unit 6: Careers Related to Computer Science Suggested Time: 5 hours Foundational Objective• To identify and describe computing careers and the necessary preparations for them. Common Essential Learnings Foundational Objective• To use questions as tools to further their own and others’ understanding about careers related to computer

science. (COM) Note: other CELs should be emphasized here.


6.1 Become aware of the potentialjobs for people with training incomputer science byinvestigating job descriptions,primary responsibilitiesassociated with each, salaries,working conditions andeducational requirements. (PSVS, IL)

Guest speakers and videos are good resources for this objective. Post-secondary institutions often like to make contact with high schoolstudents. Many institutions have a presence on the World Wide Web.

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Unit 7: Research Topics Suggested Time: 7-10 hours (This will vary with class size and availability of resources.) Foundational Objective• To provide hands-on experience with current research and presentation methods that utilize information

technology, while investigating a computer science topic of interest. Common Essential Learnings Foundational Objective• To seek information through a steadily expanding network of options, including other libraries, databases,

individuals, and agencies. (IL) Note: all CELs should be emphasized here.


7.1 To research a computer sciencetopic and present the findings topeers using computertechnology. (IL, COM)

Work with students to create a list of suggested topics for the studentresearch. Teachers may choose other topics; ones specific to their localcommunity would be fine. The project should make up a substantialpart of the coursework, with about 10% of the grade derived from it. Assignments should be made early in the course with the expectationthat the students will present their findings to the class. It isimportant that the students use computer technology of some sort inthe presentation of their results. Students should also be encouragedto use technological resources such as the Internet in their research. Some possible methods for students to deliver the information include:• seminar with technological aides• multimedia presentation• a series of web pages• tutorial program• model

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List of Topics

Coaching of Novice Users Prepare instructions and provide these in writing or orally. Display sensitivity to the age and background of the novice. "Adopt" a novice and accept the coaching duties. Prepare a “Computer Coaching Do’s and Don’ts” Report (COM) Creative Problem Solving Describe the creative problem solving process. Apply the process to real-world problems; work with a group. Incorporate computers into some of the solutions. (CCT, IL) Documentation Examine and criticize commercial documentation:

• tutorials• user’s guides• programmer’s manuals• systems manuals

Field experience:• research the characteristics of a user• write documentation tailored to a particular user

(CCT, COM) Fine Arts and Computers Describe computer peripherals useful for artistic expression:

• experiment with a digitizer, light pen, touch tablet, mouse• survey and describe graphical and "painting" software• experiment with a synthesizer, MIDI interface

Produce art or music using a computer Gaming and Computers Describe the various functions of computers in gaming:

• opponents, partners, managers Analyze the history of computer gaming Relate past events to current trends Survey current computer games:

• categorize• analyze• write a critique or review

Write computer game programs Hackers and Security Search the Web and create a report History of Computing Choose an example.

• the work of Charles Babbage and Ada Lovelace• the work of Konrad Zuse• the work of Turing• development of ENIAC• invention of the transistor• invention of the integrated circuit (chip)• growth of the Internet

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Libraries and Computers Report on uses of computers for library functions:

• cataloguing, circulation Analyze the school library, and describe how computers might be involved:

• conduct a system analysis• design a computerized library system

Project Apply the programming skills gained in the course to a major project

• work on the components alone• work with others, dividing the labour

Robotics Outline the history of robotics Describe how robots work Discuss industrial applications of robots Analyze the socio-economic implications of robots Describe the effects of combining robots with artificially intelligent computers Analyze current trends and predict future scenarios. (TL) School Applications of Computers Interview elementary-level teachers:

• report on applications of computers to elementary education Describe the role computers might play in school activities:

• sports, lunchroom, office, student council, library User Interfaces Examine and contrast the way in which different computer applications present information to users. Compare programs with similar uses, (word processing) and also ones with different uses, (a spreadsheet and agraphics program).

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Computer Science 30

Outline of Foundational and Learning Objectives

Unit 1: Software and Hardware Advanced Foundational Objective To extend the knowledge of software and hardware systems developed in Computer Science 20. Suggested Time: 2-3 hours Learning Objectives: 1.1 Software Use and Maintenance 1.2 Hardware Use and Maintenance Unit 2: Problem Solving - Advanced Foundational Objective To provide the students with an opportunity to apply problem-solving methods and techniques. Suggested Time: 3-4 hours Learning Objectives: 2.1 General Problem Solving Methodology 2.2 Understanding the Problem 2.3 Conceiving a Model of the Problem 2.4 Building a Model of the Problem 2.5 Solving the Problem 2.6 Looking Back at the Solution Unit 3: Problem Solving and Programming Foundational Objective To be familiar with and understand the methodology of problem solving in computer programs. Suggested Time: 3-4 hours Learning Objectives: 3.1 Describe a Problem Appropriately 3.2 Model a Problem Appropriately 3.3 Determine Problem Solution 3.4 Re-evaluate Problem Solution 3.5 Proper Structure of a Computer Program 3.6 Variables 3.7 Modules 3.8 Efficient Development of Computer Programs 3.9 High-level and Low-level Languages 3.10 Interpreted and Compiled Languages 3.11 Object Oriented Programming Unit 4: Experience with Programming and Design - Advanced Foundational Objective To provide hands-on experience with program writing, software design and documentation writing by writingcomputer programs that will do the processes described. Suggested Time: 50-65 hours Learning Objectives: 4.1 Fundamental Concepts of the Language 4.2 Variables, Operators and Assignments 4.3 Expressions and Functions 4.4 Documentation of Programs 4.5 Input and Output Processes 4.6 Anatomy of a program 4.7 Conditionals and Looping 4.8 Arrays 4.9 Files

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Unit 5: Number Systems and Codes (Optional) Foundational Objective To provide an opportunity for students to learn about the number systems and codes that are fundamental tocomputer processing of information. Suggested Time: 5-8 hours Learning Objectives: 5.1 Understanding ASCII Code 5.2 Using ASCII Code 5.3 Understanding the Binary Number System 5.4 Understanding the Hexadecimal Number System 5.5 Programming with Binary and Hexadecimal Systems Unit 6: Impact of Information Technology Foundational Objective To provide students with an opportunity to explore the nature of computer science and the societal impact ofinformation technology. Suggested Time: 3-5 hours Learning Objectives: 6.1 The Science of Computing 6.2 The Importance of Information 6.3 Economic Effects of Computers and Networks 6.4 Social Effects of Computers and Networks 6.5 Political Effects of Computers and Networks 6.6 Appropriate Role of Computers Unit 7: Programming for Applications Foundational Objective To provide an opportunity for students to use their programming expertise in an application program. Suggested Time: 3-4 hours Learning Objective: 7.1 Programming within an Application Unit 8: Internet and Multimedia (Optional) Foundational Objective To provide an opportunity for the students to increase their understanding of the Internet and to work withmultimedia applications. Suggested Time: 4-6 hours Learning Objectives: 8.1 The Internet 8.2 Multimedia Unit 9: Research Topics Foundational Objective To provide hands-on experience with current research and presentation methods that use informationtechnologies through investigation of a computer science topic of interest. Suggested Time: 7-10 hours Learning Objective:9.1 To research a computer science topic and present the findings to peers using computer technology.

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Unit 1: Software and Hardware - Advanced Suggested Time: 2-3 hours Foundational Objective• To extend the knowledge of software and hardware systems developed in Computer Science 20. Common Essential Learnings Foundational Objective• To understand and use the computer as a helpful learning tool. (TL) Note: other CELs should be emphasized here.


1.1 Extend knowledge of thesoftware on the computer systembeing used in order to:• understand and discuss

copyright issues with regardto software use and copying;understand the nature ofsoftware upgrades and theversion of the softwarepackage students are using

• understand the importanceof backing up data

• understand the nature andhazards of viruses and theimportance of properprevention and cure

• be knowledgeable aboutthe graphics, sound andmultimedia capabilities ofthe system being used.

Some parts of this objective may have been covered in other courses. Do an assessment first. A review may suffice. Schools must model proper attitudes and practices in use of software.All software in use in a school should be properly licensed. School computers and networks are vulnerable to viruses. All users ofschools systems should be vigilant to reduce the chance of a virusinfection.

1.2 Understand the importance ofproper hardware maintenanceand where applicable be able toperform cleaning andmaintenance procedures onhardware• understand the importance

of appropriate storage mediacare and maintenance

• understand the mechanismof a Local Area Network,including servers and clients

• be knowledgeable of state ofthe art technology formicro-computers in theareas of graphics, soundand multimediacapabilities.

There are risks involved in student participation in hardwaremaintenance. A school situation may make student involvementundesirable. There can be many things for students to learn fromthese types of responsibilities. Consider having a student assistant. (PSVS)

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Unit 2: Problem Solving - Advanced Suggested Time: 3-4 hours Foundational Objective• To provide the students with an opportunity to apply problem-solving methods and techniques in a different

context. Common Essential Learnings Foundational Objective• To understand the role that humans play in critical and creative thinking. (CCT) Note: other CELs should be emphasized here.


2.1 Reorganize a problem so it canbe solved in steps.

These objectives have been covered in Computer Science 20 Unit 2 ina different format. A teacher may choose to introduce them with ashort review and integrate the content throughout the programmingprojects in Unit 4. The skills should be continually emphasized withstudents throughout the course.

2.2 Describe a problem covering thefollowing steps:• describe the problem state• describe the solution state• distinguish between the two

states• identify factors which limit

the solutions available• reject extraneous details• apply external knowledge to

the solution. (COM)

2.3 Conceive a model thatrepresents the problem.

There are many options for an appropriate model describing theproblem.• none necessary• picture or diagram• chart or table• tree• top-down diagram using stepwise refinement

2.4 Build the model:• draw the picture or diagram• design and fill in the chart

or table• complete the tree• complete the top-down

diagram using stepwiserefinement techniques.

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2.5 Outline a process for solving the

problem.

Students should select an appropriate representation of the solutionalgorithm:• plain language• flowcharts• structured line diagrams. Build the algorithm:• write out the instructions (plain language or pseudocode)• design and fill in the flowchart• design and fill in the structured line diagram.

2.6 Evaluate the solution use thefollowing steps:• select appropriate conditions

for testing the solutionalgorithm

• anticipate errors• test the solution algorithm• correct errors• identify limitations of the

solution algorithm. (CCT)

Students often find it valuable to have another student examine theirproblem solution. The writer of an algorithm may find that adiscussion of it helps understanding.

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Unit 3: Problem Solving and Programming Suggested Time: 3-4 hours Foundational Objective• To be familiar with and understand the methodology of problem solving with computers. Common Essential Learnings Foundational Objective• To understand how knowledge is constructed and evaluated in computer science. (CCT) Note: other CELs should be emphasized here.

Learning Objectives

Notes

3.1 Demonstrate an understandingby describing a problemappropriately before beginning aprogram.

Students should consider:• problem and solution states• limiting factors• extraneous details• required external knowledge.

3.2 Model the problem appropriatelybefore beginning a program.

Select a model.

Build a model.

3.3 Solve the problem appropriatelybefore beginning a program:• select an algorithm• compose the algorithm• compose a computer

program.

3.4 Re-evaluate the solution bylooking back.

Students should:• select appropriate data for testing• anticipate errors• test and debug

identify limitations of the program.

3.5 Design a program according to

structured form containing theparts necessary to the languagebeing used.

Assess and evaluate the design.

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3.6 Differentiate between local andglobal variables and identify thescope of a variable name.

Hold a class discussion.

3.7 Describe the way in which thelanguage utilizes modules thatare parts of a main program andexplain how data is transferredbetween different parts of aprogram. (COM)

Have students do this orally or in writing.

3.8 Demonstrate efficient programdevelopment practices.

All of the following steps should be demonstrable.1. Realize the importance of a test whenever a new step is

accomplished.2. Design the main program

• sequence modules correctly• describe data to be transferred to/from modules.

3. Write stub procedures using built-in traces. A stub procedure isa dummy procedure that is put in place to show that a programstructure is working. For example, if a program was writtenwith a procedure to calculate a percentage interest of a sum ofmoney, a stub procedure could return a message of “InterestProcedure is Here”.

4. Write internal documentation.5. Choose data structures.6. Compose input procedure(s) by designing input screens and

data-verification routines.7. Compose output procedure(s) by designing output screens.8. Complete and test procedures individually; select appropriate

control structures.9. Test and debug the entire program.

3.9 Compare high-level andlow-level programminglanguages. (CCT)

Name the advantages and disadvantages of:• high-level languages• low-level languages.

3.10 Compare interpreted andcompiled programminglanguages.

Name the advantages and disadvantages of:• interpreted languages• compiled languages.

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3.11 Demonstrate an understandingof the characteristics ofObject-OrientedProgramming.

If an object-oriented language is not being used, this objective shouldbe covered, perhaps through a lecture or demonstration.

The following ideas need to be considered:• objects, messages and methods• events and event handling• Rapid Application Development Systems (RADS)• Graphical User Interfaces (GUIs).

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Unit 4: Experience with Programming and Design - Advanced Suggested Time: 50-65 hours Foundational Objective• To provide hands-on experience with program writing, software design and documentation writing by

writing computer programs that will do the processes described. Common Essential Learnings Foundational Objective• To apply mathematical and design concepts when writing computer programs. (NUM, COM) Note: other CELs should be emphasized here.


4.1 Demonstrate an understandingof the way that programs workwith the language of the courseincluding:• basic components of a

program• systemic differences between

the current language andthe one used in ComputerScience 20

• different parts of thelanguage system; i.e.compiler, editor etc.

• internal documentation andother vocabulary.

In most cases, the students will demonstrate their understanding ofthe concepts and processes through programming projects. An instructor may choose to combine several concepts within aproject. It may be appropriate to present a programming problem andintroduce the appropriate techniques as tools to help in the solution.

4.2 Demonstrate an understandingof the variable types in thelanguage including:• different variable types,

their uses and the operatorsassociated with each

• ways in which values areassigned to variables

• acceptable variable namesand reserved names. (NUM)

It will help students understand the variable types in the newlanguage if they are compared to the ones in the CS 20 language. Differences and similarities in the functions and reserved namesshould also be identified.

4.3 Demonstrate an understandingof the expressions and functionsof the language, including:• user-defined functions• function libraries.

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4.4 Write documentation forprograms. (COM)

Three types of documents could be considered. Write a user's manual:• operating instructions• limitations• troubleshooting suggestions

Write supplementary materials (if appropriate):• workbook• activity guide• tutorial

Write a programmer's manual:• outline of the development process• copies of the model and algorithm• instructions for modification

(Include proper internal documentation, remarks, in all programs.) Peer testing and evaluation of programs and documentation is veryvaluable. Often the person who writes a program will be surprised at“obvious” things that new users will miss, and the “crashes” they maycause. Bringing in testers from another class can be an interesting variationof this approach.

4.5 Demonstrate facility with theinput and output processes ofthe language.

Good formatting style and proper prompting and error checkingmust be assessed.

4.6 Demonstrate an understandingof top-down program design andthe use of modules or sub-programs within programs.

A student assignment may be to make procedures to fit a programbody provided by the instructor. A more rigorous approach wouldrequire the students to leave the program body untouched, onlyadding procedures.

4.7 Demonstrate an understandingof decision making and recursionin programs.

Boolean expressions and logic must be used.

4.8 Demonstrate understanding ofand facility with single andmulti-dimensional arrays withdata structures, includingsearching and sorting.

The record variable type should be introduced during the study ofarrays, if the language supports it.

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4.9 Demonstrate understanding ofthe use of files from within aprogram including:• writing to a file• reading from a file• appending data to a file• proper opening and closing

of files.

Individual assessment using a checklist would be possible.

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Unit 5: Number Systems and Codes (Optional) Suggested Time: 5-8 hours Foundational Objective• To provide an opportunity for students to learn about the number systems and codes that are fundamental to

computer processing of information. Common Essential Learnings Foundational Objective• To understand the meaning of numerical systems and the need for precision. (NUM) Note: other CELs should be emphasized here.


5.1 Demonstrate an understandingof the ASCII code, as follows:• be able to determine ASCII

values of alphabetic andnumeric characters

• identify the ASCII values ofa selection of other commoncharacters and control codes

• describe the process that alanguage uses at themachine level to output aparticular character.

An activity where students discover the characters that match theASCII code numbers through the direct use of the CHR$( ) (or thelanguage equivalent) function can be a good way to introduce thistopic. It should not take students long to figure out that a programwill do the task for them more easily. Beware of low numbers; anybelow 13 will not return anything.

5.2 Use ASCII codes appropriatelyin a program, as follows:• utilize functions in a

program to put charactersusing ASCII

• utilize functions in aprogram to identify theASCII values of characters

• create a program that willsort a list of words intoalphabetical order.

An assessment of the program should reveal these codes.

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of the base two number systemas follows: (NUM)• identify the digits (bits) used

in binary• explain why binary is the

number system used inelectronic computers

• using manipulatives orpaper, demonstrate countingand simple addition in basetwo

• explain that the place valuesof a binary number aresuccessive powers of two

• convert values from decimalto binary representation

• convert values from binaryto decimal representation

• segment and name binaryquantities in order todifferentiate among theterms bit, nibble, byte andword.

Counting binary on fingers is a good introduction to the base 2number system. To do this, with palms towards the face, each fingeris given a place value. The left thumb = 2 0 (1), the left index finger =2 1 (2), the left middle finger =2 2 (4) , the left ring finger =2 3 (8), ……right thumb = 2 9 (512). When a finger is bent its value is 0; when it isstraight, it has the exponential value. The example below shows 578. 21 26 29

2 + 64 + 512 = 578

5.4 Demonstrate an understandingof the base sixteen numbersystem as follows:• identify the digits (“hexits”)

used in hexadecimal• explain hexadecimal is used

to represent binary values• explain that the place values

of a hexadecimal numberare successive powers ofsixteen

• convert values from decimalto hexadecimalrepresentation

• convert values fromhexadecimal to decimalrepresentation

• describe the octal numbersystem and how it relates tohexadecimal. (NUM)

The hexadecimal number system is useful in computer sciencebecause a 2 digit (“hexit”) hex number represents a byte. The first 4bits are the first hexit and the last 4 bits are the second.

5.5 Create a program that will inputvalues in decimal, binary orhexadecimal format and outputthe value in the other two.(NUM)

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Unit 6: Impact of Information Technology Suggested Time: 3-5 hours Foundational Objective• To provide students with an opportunity to explore the nature of computer science and the societal impact of

information technology. Common Essential Learnings Foundational Objective• To understand educational empowerment abilities of information technology and its role in supporting a

democracy. (PSVS) Note: other CELs should be emphasized.


6.1 Describe the nature and growthof computer science.

Students need to know about the history of hardware and softwaredevelopment. There are many interesting stories and case studies from the past, forexample:• Conrad Zuse, who built a computer out of telephone switches in

his parents living room, is still alive.• Wozniak and Jobs built the first Apple in their garage.• IBM went to Gates and Allen because the CPM people went

sailing that day.

6.2 Describe the growingimportance of information,comparing industrial andpost-industrial societies.

Students will be familiar with the role of information as a commodity. These topics may have been covered in other courses; but there aremany opportunities for integration with other subjects. Discuss thiswith your colleagues. Search the Evergreen curriculum.

6.3 Appraise the economic effects ofcomputer applications.

Students need to be familiar with the effects on:• transportation• health care• business and industry• the service industry• communications• the military.

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6.4 Appraise the effects of computertechnology on society. (PSVS,COM)

Exploration of this topic may provide opportunities for guests to visitthe class and exchange information and opinions with students. Students need to be familiar with the effects on:• employment and careers• privacy• interpersonal relationships and communication• depersonalization• crime• dependency on computers.

Small group discussions followed by oral reports and a class discussionis a strategy to use.

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6.5 Appraise the political effects of

computer technology.

Students need to be familiar with the effects on:• the democratic process• accountability of governments• international relations.

6.6 Defend personal positions on theappropriate role of computertechnology in future society.

Student debates can be a good vehicle for exploring this learningobjective. It might be interesting to do an online discussion, perhaps withexpert(s) or another group of students.

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Unit 7: Programming for Applications Suggested Time: 3-4 hours Foundational Objective• To provide an opportunity for students to use their programming expertise in an application program. Common Essential Learnings Foundational Objective• To value learning for its own sake and as a means to other ends. (IL) Note: other CELs should be emphasized here.


7.1 Program and modify macros orprograms within an applicationsuch as a word processor,spreadsheet or database.

Some languages allow the programmer to access the application fromwithin a program. After computer science students have developed some proficiency withapplication macros they could tutor students or teachers in macro use. This would raise the level of expertise in the school, be goodexperience for the trainers, and promote good public relations for thecomputer program.

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Unit 8: Internet and Multimedia (Optional)

Suggested Time: 4-6 hours Foundational Objective• To provide an opportunity for the students to increase their understanding of the Internet and to work with

multimedia applications. Common Essential Learnings Foundational Objective• To use the Internet and multimedia applications to enhance learning situations. (TL) Note: other CELs should be emphasized here.


8.1 Demonstrate advancedunderstanding of Internetfunctions by:• sending and receiving e-mail

messages with differenttypes of attachments

• utilizing the differentfunctions of an Internetsearch engine

• creating (and publishing, ifpossible) an html page forthe WWW.

If these topics are covered adequately in other courses, they may beomitted. In depth work may be appropriate. Students should understand how to narrow or widen a search usingBoolean logic.

8.2 Demonstrate increased ability tocreate multimedia with the useof graphics in a multi-branchpresentation.

This unit would complement Communication Production Technology,a Practical and Applied Arts course.

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Unit 9: Research Topics

Suggested Time: 7-10 hours Foundational Objective• To provide hands-on experience with current research and presentation methods that use information

technologies through investigation of a computer science topic of interest. Common Essential Learnings Foundational Objective• To outline, research, and present a topic related to computer science. (IL) Note: other CELs should be emphasized here.


9.1 Research a computer sciencetopic and present the findings topeers using computertechnology. (IL, COM)

A list of suggested topics for the student research component follow. Teachers may choose other topics; ones specific to their localcommunity would be fine. The project should make up a substantialpart of the coursework, with around 10% of the grade derived from it. Assignments should be made early in the course with the expectationthat the students will present their findings to the class. The timeallotment for this topic is intended for presentation only. It isimportant that the students use computer technology of some sort inthe presentation of their results. Students should also be encouragedto use technological resources like the Internet in their research. Some possible methods for students to deliver the informationincluded:• a seminar with technological aides• a multimedia presentation• a series of web pages• a tutorial program• a model.

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List of Topics Architecture of Computing Machines Explain the organization of the computer being used, at the machine system level.

• Describe the operation of various input devices• Describe the operation of various output devices• Explain the role of a microprocessor• Explain the role and organization of volatile internal memory (RAM)• Explain the role and organization of non-volatile internal memory (ROM)• Compare the handling of instructions and data• Describe the connection of peripherals

Explain the functions of the microprocessor being used. There are many components.• Accumulator• Index registers• Program counter• Stack pointer• Other registers• Stack• Address bus• Data bus• Arithmetic Logic Unit

Recognize the relation between hardware and software at the microprocessor level.• Interpret a previously-assembled instruction• Recognize frequently-used instructions from the microprocessor's instruction set

Use basic memory-addressing methods.• Immediate• Direct• Indexed• Indirect

Explain the features of an assembler.• Explain the assembly process• Recognize the fields of an assembly-language instruction

Write simple assembly-language programs.• Decimal addition and subtraction• Stack operations• Branching• Looping

Demonstrate the ability to save and load assembly-language programs to/from diskette. Demonstrate the ability to relocate assembly-language programs. Artificial Intelligence (AI) Define AI. Compare theory and practice in AI. Describe the characteristics of an intelligent machine. Trace the history of AI. Describe and compare methods of representing knowledge and logical rules. Discuss current trends in AI:

• Natural language processing• Vision• Speech• Knowledge representation• Expert systems• Uncertain reasoning• Neural networks

Discuss intelligent robots. Discuss social issues. Predict the future of AI.

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Career Exploration (Refer to Unit 7 in Computer Science 20) Field experiences.

• Visit workplaces• Interview people in various computer-related jobs

Compare expectations in school and in the workplace.• Determine employer expectations• Describe employer-employee relationships• Display attitudes and personal habits which meet employer expectations

Display self-discipline.• Demonstrate the ability to manage time• Show a willingness to correct personal weaknesses that limit employability

Participate in a work experience program. Investigate opportunities for further study.

• Report on offerings by other schools and local business• Report on offerings by post-secondary institutions (entry requirements, qualifications obtainable, job

prospects) Computer-Aided Design, Drafting, and Manufacturing (CAD/D/M) Compare the three disciplines:

• commonalties• differences

Analyze the implications for:• work environment• skill requirements• employment

Describe in detail the parts and functions on one of the disciplines. Note: see the Drafting Curriculum Guidelines. A Practical and Applied Art (online). Computer Technology Discuss and/or write about basic solid state electronics. Design and analyze binary logic circuits. Describe the operation of power supplies. Describe the function of logic gates. Describe the operation of timers, multiplexers, demultiplexers. Apply Boolen algebra to the design of binary devices. Construct a single-board computer. Computing Systems Operations

• compare batch, interactive, and distributed processing• contrast various network configurations• describe a multiprogramming environment

Visit workplaces that make use of these systems.• observe• analyze• interview• report

Creative Problem Solving Describe the creative problem solving process. Apply the process to real-world problems: work with a group. Incorporate computers into some of the solutions.

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Documentation Examine and criticize commercial documentation:

• tutorials• user’s guides• programmer’s manuals• systems manuals

Encourage field experience:• research the characteristics of a user• write documentation tailored to a user

Future Studies Report on the writings of various futurists.• Discuss the likelihood of various trends• Criticize the predictions of futurists Study past writing of earlier futurists.• Compare prediction with fact Information Storage and Retrieval with Computers Identify the components of a computer information system.

• information providers, brokers, hosts, carriers Distinguish between database and database manager. Distinguish between database manager and file manager. Use Boolean algebra to formulate query strings. Apply knowledge of databases to research for some project not related to computers. Office Automation Identify the parts of an automated office and describe their function:

• shared applications, shared files, electronic massaging• roles within the system• skills required

Discuss security issues in the automated office. Visit an automated office and report. Predict trends in office automation. Project Apply the programming skills gained in the course to a major project.

• work on the components alone• work with others, dividing the labour.

Process Control Describe processes that are under computer control, for example :

• automobile engines and braking systems• manufacturing• refining• transportation• retail sales and ordering systems

Apply knowledge of computerized process control to a private home situation. Programming Topics: Advanced Perform advanced operations on Static Data Structures:

• search (hash)• sort (shell, quick, radix)

Construct dynamic data structures:• list, tree, file, stack, queue

Perform operations on dynamic data structures:• add, delete, search, sort, change, merge• audit trails

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Formulate advanced selection structures using:• complex Boolean algebra

Use recursion:• identify conceptual differences between recursion and iteration• apply recursion to computer solutions of problems

Create simulations• Use modelling• Use interactive techniques• Design a computer simulation• Discuss the advantages of simulating processes and environments• Discuss applications to business and industry

Study the theory and practice of computer graphics:• transformations (translation, rotation, scaling)• windows and viewports• clipping• display devices and how they function• specific storage and display methods of the microcomputer being used• input devices and how they function• applications to business and industry• turtle graphics

Study the theory and practice of computerized statistical analysis.• explain basic statistical operations• use statistics software

Maximize printer performance.• Explain various methods of generating hard copy• Describe how the printer being used responds to various codes• Compare the functions of computer firmware, interface card firmware, and printer firmware• Apply knowledge of printer performance to computer programs and word processing documents

Special Needs and Computers Collaborate with a teacher of special-needs students.

• Assess needs• Determine if a computer might be involved• Develop a program to fill the needs• Test and modify the program in real situations

Systems Analysis Describe the elements of system development:

• analyze the current system• design a new or modified system.• implement the new or modified system

Explain the processes involved when analysing an existing system:• conduct a feasibility study• gather information• determine the requirements of the new system• determine criteria for success• study alternate systems

Explain the processes involved when designing a new or modified system:• select hardware• design forms• set up files• set up file-maintenance procedures• determine security procedures• write programs and documentation

Explain the processes involved when implementing a system:• design training schedules• test the system• plan for conversion to the new system

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• plan for maintenance of the new system Apply the knowledge of systems analysis to a school situation:

• library, office, cafeteria, student shop Trends and Issues in Computer Technology Collect information on some new applications of computer-based technology. Discuss the social implication of computer applications.

• AI, robotics, simulation, business applications, computers and communications, public information systems,data banks, graphics

Collect information on some recent developments in computers.• RISC chips, and other hardware• bit-mapped displays, pull-down/pop-up menus, windows, multiprogramming, and other software

developments

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Appendix A: Suggested LanguagesThe selection of programming languages is left to the teacher. However, situations may arise whereguidance is needed. These are suggestions for beginners. These are good languages that are easy to obtain,cheap, and relatively easy to use.

Suggested Languages

Operating System MS-DOS Windows Macintosh

CS 20 QBasic QBasic True Basic

CS 30 Turbo Pascal Visual Basic REAL Basic

Consult the Initial List of Recommended Resources for the titles and annotations of instructional materials.

Documents

Curriculum Guidelines for the Secondary Level Guidelines for the Secondary Level Saskatchewan Education 1999 ISBN: 1-894116-22-4 i Acknowledgements Saskatchewan Education acknowledges