Computer Science 20, 30 Curriculum Guidelines for the Secondary Level

Computer Science 20

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 acceptable attitudes and responsible practices by:

observing copyrights of software publishers
using school computers and networks in a responsible manner, both in the physical care of the computer and the nature of the uses of it
using computers in an appropriate 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 lawyer would be a good resource person to talk about software piracy.
It would be beneficial to have students discuss the division or school Technology Use Policy. If one does not exist, students could create a draft version.

1.2

Be able to demonstrate understanding of the fundamentals of the operating system that is on the computer being used. Students will be able to perform the following operations:

start and shut down the system
write, copy, erase, edit and print files
run applications, specifically the programming language
interpret the system software manuals and copyright agreement.

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

1.3

Contrast the characteristics of the operating system being used with one other. (TL)

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

1.4

Demonstrate an understanding of the basic workings of microcomputer hardware. Students will be able to do the following things:

describe the proper procedures and precautions to work safely inside the case of a computer
describe the input and output devices of the system
properly disconnect and ground a computer, remove the cover, locate and describe 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)

This activity should be done only if hardware availability allows it. An older computer such as those available from the Computers for Schools program could be set aside for this activity. Safety of students and proper grounding of components should be stressed; static electricity can be deadly to computer chips. Students should be cautioned that doing this on other computers might be dangerous.

	Learning Objectives	Notes
1.1	Demonstrate acceptable attitudes and responsible practices by: observing copyrights of software publishers using school computers and networks in a responsible manner, both in the physical care of the computer and the nature of the uses of it using computers in an appropriate 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 lawyer would be a good resource person to talk about software piracy. It would be beneficial to have students discuss the division or school Technology Use Policy. If one does not exist, students could create a draft version.
1.2	Be able to demonstrate understanding of the fundamentals of the operating system that is on the computer being used. Students will be able to perform the following operations: start and shut down the system write, copy, erase, edit and print files run applications, specifically the programming language interpret the system software manuals and copyright agreement.	If an extra computer is available, have students install an operating system on it as an individual or team assignment. The system could be removed in preparation for the next group.
1.3	Contrast the characteristics of the operating system being used with one other. (TL)	If only one operating system is in use in the school, a community resource person, teacher or student who uses a different system could provide some information about another system.
1.4	Demonstrate an understanding of the basic workings of microcomputer hardware. Students will be able to do the following things: describe the proper procedures and precautions to work safely inside the case of a computer describe the input and output devices of the system properly disconnect and ground a computer, remove the cover, locate and describe 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)	This activity should be done only if hardware availability allows it. An older computer such as those available from the Computers for Schools program could be set aside for this activity. Safety of students and proper grounding of components should be stressed; static electricity can be deadly to computer chips. Students should be cautioned that doing this on other computers might be dangerous.

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.

Learning Objectives Notes

2.1

Analyze a programming task or solution in top-down form and explain the procedures for solving the problem in the form of an algorithm (flowchart or pseudo code).

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

2.2

State and explain the steps of a problem-solving strategy for the solution 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 of the students extremely literally while performing the task.

2.3

To trace through an algorithm (flowchart or pseudocode) and describe correctly the specific output of a given algorithm for a given set of data and describe in general what it accomplishes.
(CCT)

These objectives should be referred to throughout all other programming projects.

2.4

Identify and correct errors in a given algorithm.

	Learning Objectives	Notes
2.1	Analyze a programming task or solution in top-down form and explain the procedures for solving the problem in the form of an algorithm (flowchart or pseudo code).	These objectives may be presented before students begin programming. However, they may be integrated with other learning objectives in programming projects.
2.2	State and explain the steps of a problem-solving strategy for the solution 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 of the students extremely literally while performing the task.
2.3	To trace through an algorithm (flowchart or pseudocode) and describe correctly the specific output of a given algorithm for a given set of data and describe in general what it accomplishes. (CCT)	These objectives should be referred to throughout all other programming projects.
2.4	Identify and correct errors in a given algorithm.

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.

Learning Objectives Notes

3.1

Demonstrate an understanding of three basic programming structures: sequence (action block), repetition (loop block) and selection (branch block).

These principles may be introduced before students begin creating programs. The teacher might prefer to incorporate them with the Learning Objectives of Unit 4. Students should be reminded of these objectives throughout their programming projects.

3.2

Demonstrate an understanding and appreciation of the benefits of a structured programming style. (CCT)

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

3.3

Demonstrate understanding of programs composed of a main logic module and sub-modules linked hierarchically to it (each module having one point of entry and one exit).

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

3.4

Demonstrate the ability to test and debug a program by:

using manual testing ("program tracing") techniques with paper and pencil
placing position markers within the program for the output of intermediate results. (CCT)

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

3.5

Demonstrate an understanding of appropriate internal documentation and the use and value 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 and evaluating student program code.

3.6

Demonstrate an understanding of appropriate external documentation of the use and value of:

showing the interrelationships of modules through the use of a diagram delineating the input/output formats
providing a program description
describing the limitations of the program. (COM)

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

	Learning Objectives	Notes
3.1	Demonstrate an understanding of three basic programming structures: sequence (action block), repetition (loop block) and selection (branch block).	These principles may be introduced before students begin creating programs. The teacher might prefer to incorporate them with the Learning Objectives of Unit 4. Students should be reminded of these objectives throughout their programming projects.
3.2	Demonstrate an understanding and appreciation of the benefits of a structured programming style. (CCT)	The instructor should insist that these fundamentals of good programming be present in all student projects. The instructor should be sure to practice, as well as preach, this style.
3.3	Demonstrate understanding of programs composed of a main logic module and sub-modules linked hierarchically to it (each module having one point of entry and one exit).	It is a good idea to have students transfer algorithm or pseudocode in a new program first as comments or remarks. The students can then fill in the necessary code under the appropriate comment. This will promote a proper structured approach to a problem and prevent the common practice of putting comments in a program after it is finished.
3.4	Demonstrate the ability to test and debug a program by: using manual testing ("program tracing") techniques with paper and pencil placing position markers within the program for the output of intermediate results. (CCT)	Students should understand the difference between a logical error and a syntax error.
3.5	Demonstrate an understanding of appropriate internal documentation and the use and value 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 and evaluating student program code.
3.6	Demonstrate an understanding of appropriate external documentation of the use and value of: showing the interrelationships of modules through the use of a diagram delineating the input/output formats providing a program description describing the limitations of the program. (COM)	All students should write a Users’ Manual for at least one program. Have the program and manual tested by someone unfamiliar with the program. This could be an interesting opportunity for peer review and assessment.