Unit of Study

Thomas Jefferson High School for Science and Technology Program of Studies – Accelerated Foundations of Computer Science

as of April 2013

Unit of Study / Textbook

Correlation Objectives

Resources and Activities

Accelerated Foundations of Computer Science is offered as differentiated instruction at Thomas Jefferson High School for Science and Technology. It is meant to be an introductory computer science course for students who know some computer science but not enough to pass the Placement Test into APCS-A plus Data Structures. The course is noted by its instruction in both Python and Java computer languages, and its pace of instruction. It will cover more material at a faster pace than Foundations of Computer Science. In addition, it will cover a number of non-programming computer science topics. It will prepare students to take the second year course, APCS-A plus Data Structures.

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PyKarel Time Frame: 5 weeks

FCPS Expected POS http://www.fcps.edu/is/pos/documents/hs/compSci.htm Indicator 2.a.1 Describe a computer program Indicator 2.a.2 List and describe the stages involved in writing a computer program Indicator 2.a.3 Describe the function of an algorithm Indicator 2.a.5 Understand the process of compiling and executing a program Indicator 2.a.6 Determine what a given statement will output Indicator 2.a.7 Debug a program Indicator 2.a.8 Provide required documentation for a program Indicator 2.a.9 Choose an appropriate programming paradigm for problem solving Indicator 4.a.1 Design a step-by-step plan to solve a problem Indicator 4.a.2 Utilize diagrams and organizational structures for problem- solving Indicator 5.a.2 Divide a problem into logical sub-tasks Indicator 5.a.3 Implement sub-tasks Indicator 9.a.1 Define common variable/object data types Indicator 10.a.1 Use common variable/object data types Indicator 11.a.1 Determine when the use of a variable is appropriate Indicator 11.a.3 Differentiate between local and global variables Indicator 11.a.5 Compare and contrast variables and constants Indicator 12.a.3 Write variable assignment statements Indicator 14.a.1 Construct a simple Boolean expression to evaluate a given condition Indicator 14.a.2 Construct an “if” statement to perform a specific task Indicator 14.a.3 Construct an “if/else” statement to perform a specific task

FCPS PyKarel Packet Labs 00-17, Python Computer Language

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PyKarel continued

Indicator 14.a.4 Use conditional statements for decision making in programs Indicator 14.a.5 Construct nested "if/else" statements to perform a specific task Indicator 14.a.6 Understand and use compound Boolean statements TJHSST Expanded POS

a. Classes and Objects i. Inheritance ii. Polymorphism iii. Constructors

b. Algorithms & Control Structures i. while ii. if iii. elif iv. for v. boolean methods vi. void methods

CS Principles Learning Objectives LO 17: ... develop an algorithm. LO 18: ... express an algorithm in a language. LO 19: ... appropriately connect problems and potential algorithmic solutions. LO 20: ... evaluate algorithms analytically and empirically. LO 21: ... explain how programs implement algorithms. LO 22: ... use abstraction to manage complexity in programs. LO 23: ... evaluate a program for correctness. LO 24: ... develop a correct program. LO 25: ... collaborate to solve a problem using programming. LO 26: ... employ appropriate mathematical and logical concepts in programming.

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Packet 1: Simulation Time Frame: 2 weeks

FCPS Expected POS Indicator 1.a.2 Analyze and interpret data Indicator 1.a.3 Design and implement computer programs to solve mathematical problems Indicator 2.a.7 Debug a program Indicator 5.a.4 Implement a main program that invokes the sub-tasks to solve a problem Indicator 7.a.3 Use output statements Indicator 11.a.1 Determine when the use of a variable is appropriate Indicator 11.a.4 Differentiate between local and global variables Indicator 12.a.1 Translate a mathematical expression into a computer statement Indicator 12.a.3 Write variable assignment statements Indicator 18.a.1 Test a program, using an appropriate and complete set of data TJHSST Expanded POS

a. Random numbers and randomness in computer science b. Number of trials in computer science c. Predictions in computer science d. Real-world simulation e. Physical simulation f. File Input / Output

FCPS Python Packet Chapter One, Labs 00 - 06, Python Computer Language

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Packet 1: Simulation continued

CS Principles Learning Objectives LO 17: ... develop an algorithm. LO 18: ... express an algorithm in a language. LO 19: ... appropriately connect problems and potential algorithmic solutions. LO 20: ... evaluate algorithms analytically and empirically.

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Packet 2: Graphics Time Frame: 3 weeks

FCPS Expected POS Indicator 8.a.1 Design and implement computer graphics Indicator 8.a.2 Determine and set screen and background colors Indicator 8.a.3 Describe the role of graphics in the computer environment TJHSST Expanded POS

a. Built-in Graphics Classes b. User-defined graphics classes c. Animation d. Image Processing e. Random algorithms and fractals f. Turtle graphics g. Behavior as number of trials increases h. TK graphics i. Interactive graphics and simulation

FCPS Python Packet Chapter Two, Labs 07 - 13, Python Computer Language

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Packet 3: Visualization Time Frame: 3 weeks

FCPS Expected POS Indicator 2.a.6 Determine what a given statement will output Indicator 2.a.7 Debug a program Indicator 5.a.2 Divide a problem into logical sub-tasks Indicator 5.a.3 Implement sub-tasks Indicator 5.a.4 Implement a main program that invokes the sub-tasks to solve a problem Indicator 7.a.3 Use output statements Indicator 10.a.1 Use common variable/object data types Indicator 11.a.1 Determine when the use of a variable is appropriate Indicator 12.a.1 Translate a mathematical expression into a computer statement Indicator 12.a.3 Write variable assignment statements Indicator 14.a.2 Construct an “if” statement to perform a specific task Indicator 14.a.3 Construct an “if/else” statement to perform a specific task Indicator 14.a.4 Use conditional statements for decision making in programs Indicator 14.a.5 Construct nested "if/else" statements to perform a specific task Indicator 14.a.6 Understand and use compound Boolean statements Indicator 15.a.1 Determine when a loop is needed in a program Indicator 15.a.2 Implement loops into programs including definite and indefinite loops Indicator 15.a.3 Implement nested loops into programs Indicator 16.a.1 Understand and use arrays for a given problem Indicator 16.a.2 Fill an array with data Indicator 16.a.3 Access and process data from an array

FCPS Python Packet Chapter Three, Labs 13.33 - 19, Python Computer Language

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Correlation

Objectives Resources and Activities

Packet 3: Visualization continued

FCPS Expected POS continued Indicator 21.a.2 Investigate the social and ethical implications of computer use Indicator 21.a.3 Use the Internet as a research tool as well as a programming medium Indicator 21.a.4 Trace the history of computer science during the information age

TJHSST Expanded POS

a. Draw map of United States using census data b. Dictionaries – aka maps c. Particle movement in two dimensions d. Statistics of two dimensional movement e. Animation and simulation f. Decision making and program structure by scoring a bowling game g. Series approximation of pi

CS Principles Learning Objectives LO 11: ... use computers to process information to gain insight and knowledge. LO 12: ... collaborate when processing information to gain insight and knowledge. LO 14: ... use computing to facilitate exploration and the discovery of connections in information. LO 16: ... analyze the considerations involved in the computational manipulation of information.

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Packet 3: Visualization continued

CS Principles Learning Objectives continued LO 17: ... develop an algorithm. LO 18: ... express an algorithm in a language. LO 19: ... appropriately connect problems and potential algorithmic solutions. LO 20: ... evaluate algorithms analytically and empirically. LO 21: ... explain how programs implement algorithms. LO 22: ... use abstraction to manage complexity in programs. LO 23: ... evaluate a program for correctness. LO 24: ... develop a correct program. LO 25: ... collaborate to solve a problem using programming. LO 26: ... employ appropriate mathematical and logical concepts in programming.

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Packet 4: Efficiency Time Frame: 3 weeks

FCPS Expected POS Indicator 1.a.2 Analyze and interpret data Indicator 1.a.3 Design and implement computer programs to solve mathematical problems Indicator 2.a.7 Debug a program Indicator 5.a.2 Divide a problem into logical sub-tasks Indicator 5.a.3 Implement sub-tasks Indicator 5.a.4 Implement a main program that invokes the sub-tasks to solve a problem Indicator 7.a.3 Use output statements Indicator 9.a.1 Define common variable/object data types Indicator 10.a.1 Use common variable/object data types Indicator 11.a.1 Determine when the use of a variable is appropriate Indicator 12.a.1 Translate a mathematical expression into a computer statement Indicator 12.a.3 Write variable assignment statements Indicator 12.a.4 Construct and evaluate expressions with multiple arithmetic operations Indicator 13.a.1 Understand how to find and select available library functions Indicator 13.a.2 Use library functions in designing programs Indicator 14.a.1 Construct a simple Boolean expression to evaluate a given condition Indicator 14.a.2 Construct an “if” statement to perform a specific task Indicator 14.a.3 Construct an “if/else” statement to perform a specific task Indicator 14.a.4 Use conditional statements for decision making in programs Indicator 14.a.5 Construct nested "if/else" statements to perform a specific task Indicator 14.a.6 Understand and use compound Boolean statements

FCPS Python Packet Chapter Four, Labs 20 - 25, Python Computer Language

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Packet 4: Efficiency continued

Indicator 15.a.1 Determine when a loop is needed in a program Indicator 15.a.2 Implement loops into programs including definite and indefinite loops Indicator 15.a.3 Implement nested loops into programs Indicator 16.a.1 Understand and use arrays for a given problem Indicator 16.a.2 Fill an array with data Indicator 16.a.3 Access and process data from an array Indicator 18.a.1 Test a program, using an appropriate and complete set of data TJHSST Expanded POS

a. Cobweb diagrams b. Sequence behavior c. Logistic function fractal d. Census data e. Population cloud f. Wordl

CS Principles Learning Objectives LO 6: ... describe the combination of abstractions used to represent data. LO 7: ... explain how binary sequences are used to represent digital data. LO 8: ... develop an abstraction. LO 9: ... use multiple levels of abstraction in computation. LO 10: ... use models and simulations to raise and answer questions. LO 11: ... use computers to process information to gain insight and knowledge.




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Packet 4: Efficiency continued

CS Principles Learning Objectives continued LO 12: ... collaborate when processing information to gain insight and knowledge. LO 13: ... communicate how computer programs are used to process information to gain insight and knowledge. LO 14: ... use computing to facilitate exploration and the discovery of connections in information. LO 15: ... use large datasets to explore and discover information and knowledge. LO 16: ... analyze the considerations involved in the computational manipulation of information. LO 17: ... develop an algorithm. LO 18: ... express an algorithm in a language. LO 19: ... appropriately connect problems and potential algorithmic solutions. LO 20: ... evaluate algorithms analytically and empirically. LO 21: ... explain how programs implement algorithms. LO 22: ... use abstraction to manage complexity in programs. LO 23: ... evaluate a program for correctness. LO 24: ... develop a correct program. LO 25: ... collaborate to solve a problem using programming. LO 26: ... employ appropriate mathematical and logical concepts in programming.




13

Computer Number Systems Time Frame: 1 week

FCPS Expected POS TJHSST Expanded POS

a. Binary b. Hexadecimal c. ASCII

Computer Number Systems Packet

14




Boolean Algebra Time Frame: 1 week

FCPS Expected POS Indicator 14.a.1 Construct a simple Boolean expression to evaluate a given condition Indicator 14.a.6 Understand and use compound Boolean statements TJHSST Expanded POS

a. Venn diagrams b. Basic Boolean Algebra Laws c. Truth tables d. Simplifying Boolean Algebra statements e. Basic gates f. Equivalent circuits g. Nands and Nors h. Half Adder i. Full Adder j. Intersection of Boolean Algebra and Computer Number Systems

Boolean Algebra Packet

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Computer Ethics Time Frame: 1 week

FCPS Expected POS Indicator 21.a.2 Investigate the social and ethical implications of computer use TJHSST Expanded POS Look at cases of past poor behavior to learn from other’s mistakes CS Principles Learning Objectives LO 3: ... analyze computational artifacts. LO 4: ... use computing tools and techniques for creative expression.

TJHSST Lesson Plan

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Computer History Time Frame: 2 weeks

FCPS Expected POS Indicator 21.a.3 Use the Internet as a research tool as well as a programming medium Indicator 21.a.4 Trace the history of computer science during the information age TJHSST Expanded POS

a. Look at computer history from early calculating devices to current networks

b. Research in both published and network sources c. Classroom presentations on portion of computer history studied d. Biography of a computer scientist to understand their accomplishments

CS Principles Learning Objectives LO 31: ... analyze how computing affects communication, interaction, and cognition. LO 32: ... collaborate as part of a process that scales. LO 33: ... connect computing with innovations in other fields. LO 34: ... analyze the beneficial and harmful effects of computing. LO 35: ... connect computing within economic, social, and cultural contexts.

Lesson plans, Computer Scientist Biography

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Computer Networks Time Frame: 2 weeks

FCPS Expected POS Indicator 21.a.3 Use the Internet as a research tool as well as a programming medium TJHSST Expanded POS

a. Look at computer networks both physical and software b. Research in both published and network sources c. Classroom presentations on portion of computer network studied

CS Principles Learning Objectives LO 27: ... explain the abstractions in the Internet and how the Internet functions. LO 28: ... explain characteristics of the Internet and the systems built on it. LO 29: ... analyze how characteristics of the Internet and systems built on it influence their use. LO 30: ... connect the concern of cybersecurity with the Internet and systems built on it.

Lesson Plans

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Unit 1: fcpsKarel Time Frame: 2 weeks

FCPS Expected POS Indicator 2.a.5 Understand the process of compiling and executing a program Indicator 2.a.7 Debug a program Indicator 4.a.1 Design a step-by-step plan to solve a problem Indicator 4.a.2 Utilize diagrams and organizational structures for problem- solving Indicator 5.a.1 Determine the need for user-defined and pre-existing sub- tasks Indicator 5.a.2 Divide a problem into logical sub-tasks Indicator 5.a.3 Implement sub-tasks Indicator 5.a.4 Implement a main program that invokes the sub-tasks to solve a problem Indicator 14.a.1 Construct a simple Boolean expression to evaluate a given condition Indicator 14.a.2 Construct an “if” statement to perform a specific task Indicator 14.a.3 Construct an “if/else” statement to perform a specific task Indicator 14.a.4 Use conditional statements for decision making in programs Indicator 14.a.5 Construct nested "if/else" statements to perform a specific task Indicator 14.a.6 Understand and use compound Boolean statements Indicator 15.a.1 Determine when a loop is needed in a program Indicator 15.a.2 Implement loops into programs including definite and indefinite loops Indicator 15.a.3 Implement nested loops into programs Indicator 18.a.1 Test a program, using an appropriate and complete set of data Indicator 19.a.2 Identify the differences among syntax, runtime, and logic errors

FCPS Java Packets Unit 1, Selected Labs, Java Computer Language

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Unit 1: fcpsKarel continued

TJHSST Expanded POS

a. Classes and Objects i. Inheritance

ii. Polymorphism iii. Encapsulation iv. Constructors v. Instance methods

vi. Class methods b. Algorithms & Control Structures

i. while ii. if

iii. for iv. boolean methods v. void methods

c. Abstract Classes and Interfaces CS Principles Learning Objectives LO 6: ... describe the combination of abstractions used to represent data. LO 7: ... explain how binary sequences are used to represent digital data. LO 8: ... develop an abstraction. LO 9: ... use multiple levels of abstraction in computation. LO 10: ... use models and simulations to raise and answer questions. LO 17: ... develop an algorithm. LO 18: ... express an algorithm in a language. LO 19: ... appropriately connect problems and potential algorithmic solutions. LO 20: ... evaluate algorithms analytically and empirically.

20




Unit 1: fcpsKarel continued

CS Principles Learning Objectives continued LO 21: ... explain how programs implement algorithms. LO 22: ... use abstraction to manage complexity in programs. LO 23: ... evaluate a program for correctness. LO 24: ... develop a correct program. LO 25: ... collaborate to solve a problem using programming. LO 26: ... employ appropriate mathematical and logical concepts in programming.

21




Unit 2: Graphics Time Frame: 1 week

FCPS Expected POS Indicator 8.a.1 Design and implement computer graphics Indicator 8.a.2 Determine and set screen and background colors Indicator 8.a.3 Describe the role of graphics in the computer environment TJHSST Expanded POS

a. Built-in Graphics Classes b. User-defined graphics classes c. Animation

FCPS Java Packets, Unit 2, selected labs, Java Computer Language

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Unit 3: Graphical User Interface Time Frame: 1 week

FCPS Expected POS Indicator 1.a.3 Design and implement computer programs to solve mathematical problems Indicator 2.a.5 Understand the process of compiling and executing a program Indicator 2.a.6 Determine what a given statement will output Indicator 2.a.7 Debug a program Indicator 4.a.1 Design a step-by-step plan to solve a problem Indicator 4.a.2 Utilize diagrams and organizational structures for problem-solving Indicator 5.a.1 Determine the need for user-defined and pre-existing sub-tasks Indicator 5.a.2 Divide a problem into logical sub-tasks Indicator 5.a.3 Implement sub-tasks Indicator 5.a.4 Implement a main program that invokes the sub-tasks to solve a problem Indicator 6.a.1 Design a screen layout to facilitate input Indicator 6.a.2 Design program input source Indicator 7.a.1 Design an output layout Indicator 7.a.3 Use output statements Indicator 12.a.1 Translate a mathematical expression into a computer statement Indicator 12.a.2 Understand the order of precedence in a computer statement Indicator 12.a.3 Write variable assignment statements Indicator 14.a.4 Use conditional statements for decision making in programs TJHSST Expanded POS

a. Buttons, Textfields, Labels, and Listeners b. Layout Managers


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Unit 4: Data Storage Time Frame: 2 weeks

FCPS Expected POS Indicator 7.a.3 Use output statements Indicator 16.a.1 Understand and use arrays for a given problem Indicator 16.a.2 Fill an array with data Indicator 16.a.3 Access and process data from an array TJHSST Expanded POS

a. Arrays b. Files c. Objects in Arrays d. Matrices

CS Principles Learning Objectives LO 11: ... use computers to process information to gain insight and knowledge. LO 12: ... collaborate when processing information to gain insight and knowledge. LO 13: ... communicate how computer programs are used to process information to gain insight and knowledge. LO 14: ... use computing to facilitate exploration and the discovery of connections in information. LO 15: ... use large datasets to explore and discover information and knowledge. LO 16: ... analyze the considerations involved in the computational manipulation of information. LO 17: ... develop an algorithm. LO 18: ... express an algorithm in a language. LO 19: ... appropriately connect problems and potential algorithmic solutions. LO 20: ... evaluate algorithms analytically and empirically.


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Unit 5: Data Processing Time Frame: 2 weeks

FCPS Expected POS Indicator 5.a.1 Determine the need for user-defined and pre-existing sub- tasks Indicator 5.a.2 Divide a problem into logical sub-tasks Indicator 5.a.3 Implement sub-tasks Indicator 5.a.4 Implement a main program that invokes the sub-tasks to solve a problem Indicator 17.a.1 Implement pre-existing algorithms into a program Indicator 17.a.2 Implement simple sort and search routines TJHSST Expanded POS

a. Sorting Primitives i. Selection Sort

ii. Bubble Sort iii. Insertion Sort

b. Sorting Objects i. Comparable

ii. Comparator c. Sequential search on a one-dimensional array d. Parsing Strings e. Recursion


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Unit 5: Data Processing continued

CS Principles Learning Objectives LO 11: ... use computers to process information to gain insight and knowledge. LO 12: ... collaborate when processing information to gain insight and knowledge. LO 13: ... communicate how computer programs are used to process information to gain insight and knowledge. LO 14: ... use computing to facilitate exploration and the discovery of connections in information. LO 15: ... use large datasets to explore and discover information and knowledge. LO 16: ... analyze the considerations involved in the computational manipulation of information. LO 17: ... develop an algorithm. LO 18: ... express an algorithm in a language. LO 19: ... appropriately connect problems and potential algorithmic solutions. LO 20: ... evaluate algorithms analytically and empirically. LO 21: ... explain how programs implement algorithms. LO 22: ... use abstraction to manage complexity in programs. LO 23: ... evaluate a program for correctness. LO 24: ... develop a correct program. LO 25: ... collaborate to solve a problem using programming. LO 26: ... employ appropriate mathematical and logical concepts in programming.

26




Hardware and Cryptography Time Frame: 2 weeks

FCPS Expected POS Indicator 2.a.4 Describe interaction between hardware & software in program execution Indicator 3.a.2 Determine whether or not a problem is solvable TJHSST Expanded POS

a. Describe the interplay of hardware and software in program

execution b. Describe the solution set as a set of interacting objects c. Use basic operating system commands d. Recognize and describe major hardware components e. Recognize and describe major system software f. Relate the evolution/hierarchy of hardware and programming

languages g. Know elementary assembly language h. Know transposition, substitution, and Vignere codes

Lesson Plans

27




Computers and Society Time Frame: 1 week

FCPS Expected POS Indicator 21.a.1 Investigate careers and real-world applications of computer science Indicator 21.a.2 Investigate the social and ethical implications of computer use Indicator 21.a.3 Use the Internet as a research tool as well as a programming medium TJHSST Expanded POS CS Principles Learning Objectives LO 31: ... analyze how computing affects communication, interaction, and cognition. LO 32: ... collaborate as part of a process that scales. LO 33: ... connect computing with innovations in other fields. LO 34: ... analyze the beneficial and harmful effects of computing. LO 35: ... connect computing within economic, social, and cultural contexts.

Lesson Plans

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End-of-course project Time Frame: 2 weeks

FCPS Expected POS Indicator 18.a.1 Test a program, using an appropriate and complete set of data Indicator 20.a.1 Design, write, test, debug, and document a complete structured program TJHSST Expanded POS

a. Specify the purpose and goals for a program. b. Decompose a problem into classes, define relationships and

responsibilities of those classes. c. Design and implement a set of interacting classes. d. Choose appropriate data structures and algorithms.

CS Principles Learning Objectives LO 1: ... use computing tools and techniques to create artifacts. LO 2: ... collaborate in the creation of computational artifacts. LO 3: ... analyze computational artifacts. LO 4: ... use computing tools and techniques for creative expression. LO 5: ... use programming as a creative tool.

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