Course Outline and Assessment/Evaluation Plan
Martingrove C.I., Toronto District School Board
Department: Business & IT
Credit Value: 1.0
Grade: 12
Prerequisite: Introduction to Computer Science (ICS3U1)
Textbook: Think Python - How to Think Like a Computer Scientist (Version 2.0.1)by A. Downey

Course Description

This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field. (Computer Studies: The Ontario Curriculum Grades 10 to 12, Revised, 2008)

Unit Summary:
Unit Title
Hours
Unit 1: Review of Grade 11 Concepts and Introduction
This unit is designed to review concepts taught in grade 11. It can also be used as a transition from the programming language taught in grade 11 to a new language in grade 12. It also includes a sub-unit on file I/O which may be taught later in the course at the teacher’s discretion.
10
Unit 2: Introduction to Modular Programming
Concepts in Unit 1 should now be enhanced as components within a modular programming framework. Teachers have the opportunity to introduce object-oriented concepts and an object-oriented programming language in this unit.
25
Unit 3: Designing and Analyzing Algorithms
This unit is made up of three sub-units. Students will learn about and use algorithms involving 1D arrays, 2D arrays, searching, sorting and recursion.
25
Unit 4: Other Topics in Computer Science
These topics can be covered using a variety of methods – through research assignments, group discussions or current programming projects.
20
Unit 5: Team Project
Assign a team project that will tie together the programming concepts and algorithms from previous units. Throughout this unit students will be taught software development concepts and demonstrate them as part of the project. There will be milestones set throughout the project where students will demonstrate growth and depth of learning regarding project design, and planning and management. The evaluation will take place at each milestone after students have had the opportunity to practice the skills taught and receive feedback.
30
Culminating Exam
This should evaluate all overall course expectations.

|| Course Strands
Concepts
A. Programming Concepts and Skills
A1. Data Types and Expressions
A2. Modular Programming
A3. Designing Algorithms
A4. Code Maintenance
B. Software Development
B1. Project Management
B2. Software Project Contribution
C. Designing Modular Programs
C1. Modular Design
C2. Algorithm Analysis
D. Topics in Computer Science
D1. Environmental Stewardship and Sustainability
D2. Ethical Practices
D3. Emerging Technologies and Society
D4. Exploring Computer Science

Assessment and Evaluation

Assessment and Evaluation for this course will be through a variety of methods as indicated below. Students will have multiple opportunities to practice skills and to demonstrate achievement. The final mark for the course will be comprised of 70% course work, assignments, and tests throughout the year, and 30% summative evaluation towards the end of the course. The summative evaluation will consist of a final exam (worth 15% of the final mark) and a culminating project (worth 15% of the final mark).
Marks are reported on all report cards in a CUMULATIVE ON-GOING BASIS. This means that the mark you have earned up to that particular day is reported. Evaluation will be weighted as shown across the following categories. Categories being evaluated will be identified in all marking schemes.
Evaluation Type
Weight
Knowledge & Understanding (eg. tests, quizzes)
25%
Thinking (eg. case studies, reports)
20%
Communication (eg. presentations, spelling)
20%
Application (eg. assignments on computer)
35%

Note that Summative assignments will carry the same evaluation category weightings as Term assignments (as listed above).
(NB: Many evaluations will have more than one category covered. Marking schemes will outline how each assignment is evaluated with regard to the above categories. The items in parentheses above are to be used as a general guideline.)

Learning Skills

Student Learning Skills will also be monitored and evaluated throughout the year. The report card provides a record of the learning skills demonstrated by the student in the following six categories: Works Independently, Teamwork, Organization, Work Habits, Initiative and Self-Regulation. These learning skills are evaluated using the following four point scale: (E) Excellent, (G) Good, (S) Satisfactory, (N) Needs Improvement.

Classroom Routines and Procedures

Attendance
Students must be in class at the start of each period, prepared to begin before the bell rings. Regular attendance and punctuality is a must. Get into the habit of writing down homework into your student planner. Prepare for each class by reading and doing the homework assigned by the teacher. Students are responsible for catching up on missed homework and in-class assignments.

Deadlines
Assignments or projects must be submitted on the due date. Late assignments will not be accepted after the absolute deadline, and students who do not hand in work will receive a mark of zero. If there is a legitimate reason for the late submission of an assignment, make sure you inform your teacher, preferably ahead of time.
Students must be present for all tests. Students present at any time during the day of the test are expected to write the test or a mark of zero will be assigned. Make-up tests or other alternative forms of evaluation will be given only at the teacher's discretion, if the absence is documented with a legitimate reason (eg. sickness) on a note from a parent or guardian. (Note that an absence from a summative evaluation, exam or project due date, must be documented with a third party note. That is, if you are sick for an exam, for example, a doctor's note is required - a note from a parent or guardian will not suffice.)

A student participating in a school activity at the time of a test must inform the teacher at least one week prior to the day of the test and arrange to write the test before leaving on the school activity or a mark of zero will be assigned. If you are absent for a test and have submitted the proper documentation, you must write any make-up test the day you get back to school (regardless of whether or not you have a class in the missed subject that day).

Teamwork
Throughout the year you will be working with many different people in the class in teams. It is expected that you will work hard as a member of your team and be dedicated to its success. Remember that during your lifetime, you will often have to work with people that you may not like or get along with, but you must make the best of the situation that you are given.

Keep on Track
This course covers a great deal of interrelated course material. If you miss a class, it is very important that you catch up immediately, as it becomes increasingly more difficult to get caught up as time goes on. Make sure that you contact someone in the class if you are absent, to find out what you have missed. (It might be a good idea to buddy-up with one or many classmates and exchange phone numbers.) It is YOUR responsibility to get caught up on work missed in a TIMELY fashion.

Contact Information

If you have any questions or concerns about this course, please feel free to contact your teacher.

Teacher: Mr. M. Goldberg
Office: Room 105A
Phone: (416) 394-7222 x20106
Website: www.goldbergcafe.wikispaces.com
Email: michael.goldberg@tdsb.on.ca
Twitter: @MrMGoldberg