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CSE 1010: Computer Science 1 Unit Plan

Professional Semester III - Matthew Gough

Unit Overview
Cluster: Business, Administration, Finance, & Information Technology
BIT focuses on the management, marketing, and use of electronic technologies to
access, use, and manipulate information within personal, family, workplace, community,
and global contexts. This cluster challenges students to expand their confidence,
experience, and skills as innovators and leaders.

Occupational Area: Computing Science


Explore hardware, software, and process to write or create structured algorithms and
programs that input, process, and output data.

Module Description:
Students explore hardware, software and processes. This includes an introduction to the
algorithm as a problem-solving tool, to programming languages in general and to the
role of programming as a tool for implementing algorithms.

Rationale:
This module provides students with a broad background in a variety of different
technologies. As an introductory level class, students will be approaching it from a
variety of starting points. The assignments throughout the unit are largely self-directed
so that students can work at their own pace and so that the teacher can provide
individualized support when needed. Many of the assignments provide choice so that
students can do more in depth study of topics that interest them. The course does not
involve a lot of direct instruction as it focuses on students exploring and experimenting
with computer science technologies. The teacher will serve as the resident expert to
help give the students direction and should develop a collaborative relationship with
their students so that they feel like they are building on their previous knowledge and
actively contributing to each activity. Working individually and together, each student
will develop a base to build on in subsequent courses. They will also begin developing
basic competencies to ensure they are capable learners and ready to move into future
careers.

Materials:
Access to an appropriate computer work station, the Internet, a programming
language/environment and associated support materials.
Learning Outcomes
1. identify and describe the nature, approaches and areas of interest of computer science 4. explain and demonstrate an understanding of the nature, evolution, types and
1.1 define and describe computer science with consideration of: role of programming languages
1.1.1 the main goal of the discipline 4.1 describe how various programming languages have dealt with data
1.1.2 the use of algorithms representation; e.g., binary and hexadecimal systems, standard data
1.1.3 computer systems used to test and/or implement algorithms types, data storage
1.1.4 the translation of algorithms through programming 4.2 describe the nature of programming language, specifically that these
1.2 describe the general areas of interest of computer science including: languages:
1.2.1 the theory of computation 4.2.1 reflect a simplified version of natural language
1.2.2 algorithms and data structures 4.2.2 evolved in tandem with algorithms and hardware over a
1.2.3 programming methodology and languages number of generations
1.2.4 computer elements and architecture 4.2.3 reflect the IPO data processing paradigm
1.2.5 humanmachine and machinemachine interfacing 4.3 describe and demonstrate how programming languages are used in
1.2.6 automata the coding stage of a Systems Development Life Cycle model by
1.2.7 artificial intelligence converting a representative set of algorithms into executable code
1.2.8 visual and auditory rendering 5. explain the nature, evolution and basic architecture of a von Neumann
1.2.9 general development of information technology applications computer system
1.3 compare and contrast computer science, computer engineering and 5.1 create a block diagram of a stereotypical von Neumann machine
information technology; e.g., theoretical versus applied, general versus specific, 5.2 describe a number of typical devices associated with each block
exploratory versus applicatory 5.3 show the flow of data through the computer under the direction of a
1.4 describe some of the misconceptions associated with computer science; e.g., program
synonymous with programming, reliant on solitary individuals for the bulk of its 6. demonstrate basic competencies
advances, relatively little real-world contact, the learning of various computer 6.1 demonstrate fundamental skills to:
applications 6.1.1 communicate
1.5 computer sciences role in an information society 6.1.2 manage information
2. demonstrate an understanding of the nature, design and use of basic algorithms 6.1.3 use numbers
associated with problems involving the sequential inputting, processing and outputting of 6.1.4 think and solve problems
data 6.2 demonstrate personal management skills to:
2.1 define algorithms and explain how they are used 6.2.1 demonstrate positive attitudes and behaviours
2.2 compare and contrast the iterative and incremental and waterfall 6.2.2 be responsible
models of software development 6.2.3 be adaptable
2.3 demonstrate the analysis and design stages of a Systems Development Life 6.2.4 learn continuously
Cycle model using appropriate tools; e.g., flowcharts, pseudocode, 6.2.5 work safely
input/processing/output (IPO) charting 6.3 demonstrate teamwork skills to:
2.4 demonstrate a number of core algorithms including: 6.3.1 work with others
2.4.1 accumulation (keeping a running total) 6.3.2 participate in projects and tasks
2.4.2 determining the mean 7. make personal connections to the cluster content and processes to inform
2.4.3 determining minimums and maximums possible pathway choices
3. explain and demonstrate the nature of structured programming 7.1 complete/update a personal inventory; e.g., interests, values, beliefs,
3.1 consider the rationale for structured programming resources, prior learning and experiences
3.2 consider GOTO-less programming 7.2 create a connection between a personal inventory and occupational
3.3 consider three fundamental control structuressequential, decision and choices
iterative
Learning Sequence
Day Lesson Outcomes Learning Activities Assessment

- Module introduction: go through syllabus with students and highlight tools they will use in the Observation
course.
- Watch computer history video. Individual
Computer - Introduce assignment: The past 100 years has been a very exciting time for technological Conferencing
1-2

1, 4, 6,
History advancement. At this pace, it is almost impossible to predict where we will be in the future. In
your first assignment, you will take a look at major advancements in computer science. Computer History
- Give students time to complete their assignment. Timeline
- Circulate and provide assistance to students who need it. Assignment
Observation
- Introduce assignment: New technologies emerge building on previous knowledge paired with
Individual
new discoveries. Technology is not static and is always evolving. Choose a technology of your
Evolution of Conferencing
3-4

1, 4, 6, choice and track its evolution in assignment #2.


Technology
- Give students time to complete their assignment.
Evolution of
- Circulate and provide assistance to students who need it.
Specific Technology
Presentation

- Introduce assignment: Like any other technology, computer hardware and software also
Observation
continue to evolve over time. Often times the evolution of hardware has a direct impact on
The
what can be done with software. The von Neumann Computer System Model allowed for easier
Evolution of Individual
programming and software development in the past. The recent release of Intels Ivy Bridge
5-6

Computer 1, 4, 5, 6, Conferencing
processors has allowed for PCs to have similar battery life to tablets. Learn more about the
Hardware
evolution of software and hardware in Assignment #3.
and Software Computer Evolution
- Give students time to complete their assignment.
Assignment
- Circulate and provide assistance to students who need it.

Observation
- Introduce assignment: Now that you know a little bit of history about the computer industry,
Careers in it is time to investigate some of the current careers in computer science. Learn more about Individual
7-9

Computer 1, 6, 7, different career opportunities through Assignment #4. Conferencing


Science - Give students time to complete their assignment.
- Circulate and provide assistance to students who need it. Careers Research
Presentation
Observation
Introduction - Introduce assignment: At its lowest level, computer programs make simple decisions. Get
Individual
10-13

to Computer introduced to some simple computer programming logic through Assignment # 5.


1, 3, 4, 6, Conferencing
Programming - Give students time to complete their assignment.
Logic - Circulate and provide assistance to students who need it.
Programming Logic
Assignment
Observation
- Introduce assignment: After learning some basic computer logic, it is now time to learn how
visual elements and/or GUI(Graphical User Interface) elements are displayed on your computer,
Introduction Individual
tablet or smartphone screens. Every computer programming language is different, but there are
14 -17

to Visual Conferencing
1, 3, 4, 6, many common elements and patterns. Learn how to display basic shapes in the Processing
Elements in
Language with Assignment #6.
Programming Visual Elements in
- Give students time to complete their assignment.
Programming
- Circulate and provide assistance to students who need it.
Assignment
- Introduce assignment: Algorithms are routines or instructions for a computer. Computer Observation
programmers use programming languages to communicate instructions to the computer.
Learning
Programmers must become familiar with the syntax and patterns of the computer programming Individual
18- 20

Common
2, 4, 6, language that they are using. In Assignment #7 you will be introduced to some common Conferencing
Computer
computer algorithms.
Algorithms
- Give students time to complete their assignment. Algorithms
- Circulate and provide assistance to students who need it. Performance Task
Assessment Plan
Assessment Task Overviews
Computer Evolution Evolution Careers in Computer Visual Common
Title History of of Computer Programming Elements in Computer
Timeline Technology Computers Science Logic Programming Algorithms
Purpose / Type
Pre-Assessment / Diagnostic, Summative Summative Summative Summative Summative Summative Summative
Formative, Summative
Task Process, Process, Process,
Process, Competencies, Process,
Product Product Product Performance Performance Performance
Growth/Development, Product, Product
Performance Task, Quiz / Test Task Task Task
Modality Write Write Write Do, Write Do, Write Do, Write Do, Write
Write, Do, Say
Assessor Peer/
Teacher Teacher Teacher Teacher Teacher Teacher
Self, Peer, Teacher Teacher
Device Criteria Criteria
Exemplar, Anecdotal Notes, Criteria Criteria
Checklist Rubric Checklist Checklist, Checklist,
Checklist, Rating Scale, Checklist Checklist
Conversation, Rubric Tutorial Tutorial

Weighting 10% 10% 10% 10% 20% 20% 20%

Outcomes
1. identify and describe the
nature, approaches and
areas of interest of
computer science
X X X X X X
2. demonstrate an
understanding of the
nature, design and use of
basic algorithms associated
with problems involving
the sequential inputting,
X
processing and outputting
of data
3. explain and demonstrate
the nature of structured
programming
X X
4. explain and demonstrate
an understanding of the
nature, evolution, types
and role of programming
X X X X X X
languages
5. explain the nature,
evolution and basic
architecture of a von
Neumann computer system
X
6. demonstrate basic
competencies X X X X X X X
7. make personal
connections to the cluster
content and processes to
inform possible pathway
X
choices