ICS3U: Information for students

Welcome to grade-11 computer science!

Are you ready for a semester of computer-science success? For that success, you’ll need a commitment to hard work and prompt daily attendance with completed homework and a cheerful, cooperative attitude.

On this page, you’ll find the basic information you need for a good start. Let’s work together—you, me, and your parent/guardian—to reach your CS goals!

Teachers

M. Arkin

• teaching lab: Lab C15
• office: Computing Clubhouse, room C14

X. Xie

• teaching lab: Lab C3
• office: Mathematics Office, room 225

Required supplies

• pencils, self-contained sharpener, good-quality eraser, pens, 30-cm ruler, highlighter
• lined note paper
• 3-ringed binder
• subject dividers
• USB flash drive for back-ups and transfers between home and school
• headphones or ear buds for multimedia work

Course overview (Ontario curriculum)

This course introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. They will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields.

Strand 1: Programming concepts and skills

• demonstrate the ability to use different data types, including one-dimensional arrays, in computer programs
• demonstrate the ability to use control structures and simple algorithms in computer programs
• demonstrate the ability to use subprograms within computer programs
• use proper code maintenance techniques and conventions when creating computer programs

Strand 2: Software development

• use a variety of problem-solving strategies to solve different types of problems independently and as part of a team
• design software solutions to meet a variety of challenges
• design algorithms according to specifications
• apply a software development life-cycle model to a software development project

Strand 3: Computer Environments and Systems

• relate the specifications of computer components to user requirements
• use appropriate file-maintenance practices to organize and safeguard data
• demonstrate an understanding of the software development process

Strand 4: Topics in computer science

• describe policies on computer use that promote environmental stewardship and sustainability
• demonstrate an understanding of emerging areas of computer science research
• describe postsecondary education and career prospects related to computer studies

Course overview (IB Syllabus)

Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The Diploma Programme computer-science course is engaging, accessible, inspiring, and rigorous. It has the following characteristics:

• draws on a wide spectrum of knowledge
• enables and empowers innovation, exploration, and the acquisition of further knowledge
• interacts with and influences cultures, society, and how individuals and societies behave
• raises ethical issues
• is underpinned by computational thinking

Computational thinking involves the ability to

• think procedurally, logically, concurrently, abstractly, recursively, and think ahead
• utilize an experimental and inquiry-based approach to problem-solving
• develop algorithms and express them clearly
• appreciate how theoretical and practical limitations affect the extent to which problems can be solved computationally.

During the course the student will develop computational solutions. This will involve the ability to

• identify a problem or unanswered question
• design, prototype, and test a proposed solution
• liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

Distinction between SL and HL. While the skills and activities of computer science are common to students at both SL and HL, students at HL are required to study additional topics in the core, a case study, and also extension material of a more demanding nature in object-oriented programming. The distinction between SL and HL is therefore one of both breadth and depth. Additionally, the HL course has 240 hours devoted to teaching, compared with 150 hours for the SL course.

Students at SL and HL in computer science study a common core consisting of

• four topics: system fundamentals; computer organization; networks; and computational thinking, problem-solving, and programming
• specialization in object-oriented programming
• one piece of internally assessed work which includes a computational solution.

The HL course has three additional elements:

• three further topics: abstract data structures, resource management, and control
• additional and more demanding content for the specialization
• an additional externally assessed component based on a pre-seen case study of an organization or scenario; this requires students to research various aspects of the subject—which may include new technical concepts and additional subject content—in greater depth.

Evaluation

Term mark

• 25%: knowledge and understanding
• 30%: application
• 20%: communication
• 25%: thinking

Final mark

• 70%: term mark
• 30%: culminating activities

Learning skills, marked as excellent, good, satisfactory, or needs improvement:

• responsibility
• organization
• independent work
• collaboration
• initiative
• self-regulation

You are required to read, understand, and abide by the Evaluation Policy and Acceptable Use Policy.

You are encouraged to read and to understand the computer studies Achievement Categories.

This page is an abridgement of Computer Studies: The Ontario Curriculum, Grades 10 to 12, 2008, and Computer science guide: First examinations 2014, 2012.

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[This page last updated 2020-12-23 at 12h45 Toronto local time.]

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