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This course introduces students to computer science concepts. Students will learn about the stages in software design; the fundamental programming constructs of sequence, selection, and repetition; the functions of internal and external computer components; the relationship among networks, operating systems, and application software and their uses; and how programming languages evolve. Students will also develop an awareness of computer-related careers.


 * ** Unit ** || ** Title ** || ** Desc​ription ** || ** Approximate Duration ** || ** Provincial Expectations Evaluated ** ||
 * 1 || The Problem Solver || In this unit students will be taught a formal method to solve any generic problem. A large stumbling block for many people when they are presented with any type of problem, is knowing where to start. By learning a process to follow to help solve any problem, this stumbling block will hopefully be removed.

Once familiar with the process, it will then be formalized into steps that students should follow to solve structured computer problems. Students will then use this process to solve all future structured programming assignments.

Key concepts students will learn are: || 10 classes || B1. B2. B3. || A2. A3. A4. A5. || B2. B3. || B2. B3. || C2. C3. C4. ||
 * Top-down design
 * Flow-charting
 * Pseudo code
 * 2 || Hardware, Networks, Software - An Integrated Environment || In this unit we investigate the hardware components of the computer. The goal is to understand how a computer is made and more importantly how a program that we make is then run on the hardware. Students will explore PowerPoint and Flash in the context of a multimedia presentation. || 10 classes ||  A1.
 * 3 || Foundations of Programming I || Students develop programming skills by working through a series of skill-building activities. The assessment focus in the first few activities and exercises is formative with oral and written feedback from the teacher and use of self and peer checklists. The fifth and culminating activity involves the development of an electronic quiz for another academic area. This activity, assessed on both the process and product, enables students to demonstrate their computer skills and their knowledge of computer use across the curriculum. || 15 classes ||  B1.
 * 4 || Foundations of Programming II || Students continue to refine their understanding of the programming concepts introduced in Unit 3. Students develop their programming skills through practical programming activities that incorporate fundamental program constructs like repetition, and decision structures. They apply problem-solving strategies to design and develop programs that demonstrate the use of proper programming practices such as the use of internal documentation and proper naming conventions. Students demonstrate their ability to test and validate a program by tracing the execution of programs to find and correct errors. || 20 classes ||  B1.
 * 5 || The Computer and Society || This unit focusses specifically on how computer technology has changed over time by using observation and research techniques to investigate changes and differences in operating systems, computer components, networks, and the history of programming languages. This prepares students to understand and critically evaluate the impact of computer technology on society as a whole. A resource collection of articles on Computers and Society is the culminating activity. || 10 classes ||  C1.