Unit Plan

Computing Science 3120: Object-Oriented Programming 1

CTS Rationale:
CTS courses enable students to make reasoned and effective career decisions and target
efforts to meet their goals. Students will have opportunities to expand their knowledge about
careers, occupations and job opportunities, as well as the education and/or training requirements
involved. Competencies achieved by mastering CTS course outcomes will allow students to make
relevant connections with work and/or post -secondary training.
CTS also enables students to develop the confidence they need as they move into adult
roles by allowing them to assume increased responsibility for their learning; cultivate their
individual talents, interests and abilities; and define and act on thei r goals. The CTS pathways
model includes the following benefits for students, educators and employers.

CTS Cluster: BIT - The BIT cluster (Business, Administration, Finance & Information Technology) focuses
on the management, marketing and use of electronic technologies to access, use and manipulate
information within personal, family, workplace, community and global contexts.
Occupational Area: Computing Science
o Students explore hardware, software and processes to write or create structured
algorithms and programs that input, process and output data.

CTS Module Description: Students add to their understanding of programming paradigms by moving
from a procedural programming approach, in which modularity is handled through subprograms, to an
object-oriented approach, in which it is handled through objects. They learn a simple object-oriented
analysis and design approach based on the use of object diagrams and write programs that use objects
associated with one another in a client/server relationship.

CTS Course Level: Advanced

Prerequisite: CSE2110- Procedural Programming 1
Unit Rationale: The goal of this unit is to give students hands on opportunity to develop their object-
oriented programming skills. The course is centered on students completing three main assessments
and competing against their peers in a app development tournament. This approach not only allows
students to participate in game development, but will allow them to engage in critiquing their peers
games and providing constructive feedback. This will push their learning to the higher levels of blooms
taxonomy and encourage their development of the basic competencies.

Supplies:
Computer work station (1 per student)
Access to Google Chrome & Construct 2
Resources:
https://www.scirra.com/tutorials/
YouTube Construct 2 Tutorial Library
Essential Questions:
1. How can object-oriented programming be used to develop a variety of games and apps?
2. What are the applications of object-oriented programming?
 Curricular Outcomes
Students will:
1. explain and represent the nature, rationale and key approaches associated with OOP 3. translate algorithms into source code, convert the source code into machine executable
1.1 describe the core concepts of OOP including: form, execute and debug, as required
1.1.1 implementation by the exchange of messages among objects 3.1 use iterative and incremental approaches in the implementation, testing and
1.1.2 an outline of the key features of the OOP approach: e.g. maintenance phases of the software development process
encapsulation, modularity, polymorphism, inheritance 3.2 break the algorithm into appropriate sections for implementation using a
1.1.3 use of private, public and protected members, accessors and prototype approach
modifiers to control access to data 3.3 create the classes necessary to instantiate the objects called for by the
1.1.4 use of encapsulation and modularity when writing algorithms and algorithm
programs 1.1.5 use of classes and objects 3.4 as the classes are constructed, use the server classes to create the client
1.1.6 an outline the paradigm shift that occurred in the move from classes establishing the client/server relationships called for by the algorithm
imperative and procedural programming to OOP 3.5 test and modify the sections, as required
1.1.7 the advantages of OOP over earlier paradigms 3.6 convert an algorithm into a program of linked classes, objects, instances and
1.2 explain key differences between OOP and procedure-oriented methods in a manner that reflects the structure of the algorithm using an
programming in: iterative and incremental approach
1.2.1 designing programs 3.7 profile and optimize the code to add additional sections and/or features to
1.2.2 the storage and access of data the growing program
1.2.3 the maintenance of programs 3.8 where appropriate, collaborate with other students to carry out OOP tasks
2. demonstrate object-oriented design skills by writing algorithms employing an object- 3.9 create internal and external documentation
oriented approach to solving problems 3.10 analyze the program and eliminate syntax, run-time and logic errors by
2.1 write algorithms and programs that deal with a small number of classes with using appropriate test data for each programming task at each stage of
an associative relationship development
2.2 use an iterative and incremental approach in the analysis, design and 4. compare the results of the program with the intent of the algorithm and modify, as
development (architecture) stages of the software development process required
2.3 apply an object-oriented design model to solve a data processing 5. demonstrate basic competencies
problem including: 5.1 demonstrate fundamental skills to:
2.3.1 requirement analysis 5.1.1 communicate
2.3.2 case analysis 5.1.2 manage information
2.3.3 domain analysis 5.1.3 use numbers
2.4 use an iterative and incremental approach to refine the architecture into 5.1.4 think and solve problems
appropriate class or object diagrams showing their relationships 5.2 demonstrate personal management skills to:
2.5 analyze and refine the diagrams identifying the client/server relationship 5.2.1 demonstrate positive attitudes and behaviours
among the objects and determining the messages that need to be passed 5.2.2 be responsible
between objects and how the objects interface 5.2.3 be adaptable
2.6 draft an informal object message sequence indicating the flow of messages 5.2.4 learn continuously
in the system 5.2.5 work safely
2.7 complete the object design by adding private methods, functions and data 5.3 demonstrate teamwork skills to:
structures required to implement the various objects 5.3.1 work with others
2.8 test and modify, as required, the developing algorithm at each stage with 5.3.2 participate in projects and tasks
appropriate data 6. create a transitional strategy to accommodate personal changes and build personal
values
6.1 identify short-term and long-term goals
6.2 identify steps to achieve goals
 Lesson Sequence

The lessons in this sequencing plan are designed to help make this module more engaging and
exciting for the students. The activities link the skills they are learning to technologies and apps
they interact with in the real world on a daily basis. By incorporating competition and peer
feedback, the students will be motivated to do their best work on each of the assignments.

1 2 3 4 5

App of the Day App of the Day App of the Day App of the Day App of the Day

Construct Two Construct Two Construct Two Construct Two Platform Game
Introduction & Beginners Guide Beginners Guide Beginners Guide Introduction &
Game Arcade Tutorial Tutorial Tutorial Work Period
Exploration
Work Period Work Period Work Period
March Madness
Intro
6 7 8 9 10

App of the Day App of the Day App of the Day App of the Day App of the Day

Platform Game Platform Game Platform Game CCH Themed CCH Themed
Work Period Work Period Work Period App Assignment App Work
Intro and Rubric Period
Overview

11 12 13 14 15

App of the Day App of the Day App of the Day App of the Day FLEX

CCH Themed CCH Themed CCH Themed Peer Game Expo Finish all
App Work App Work App Work and Voting assignments and
Period Period Period make sure they
Tournament are submitted
March Madness Results
Tournament
Draw
 Assessment Plan
This module will employ assessment for and as learning. While completing their assignments
the students will work through tutorials and learn the basic skills needed to develop games and
apps using object-oriented programming in Construct Two.

Activity/Assessment Description Weight Outcomes

Each class period will begin by
introducing the students to a new
app or game. They will have time to
explore the app and the class will
App of the Day -- GLO #1 & #5
engage in group discussion focused
on the skill required to develop a
similar game and the effectiveness of
the game in engaging its audience.
The students will engage in a written
Construct Two or video tutorial that teaches them
Beginners Guide the basics of construct 2. It will help 25% GLO #1, #2, #3, & #4
Game create their own 2-D shooter game
from an aerial view.
Students will choose from a variety of
tutorials to create a platform game.
They will be required to submit at
Platform Game least one level of a game that 40% GLO #1, #2, #3, & #4
includes a moving character which
runs on floating platforms to achieve
a desired task.
On their final assignment, the
students will be given creative license
to create their own game. Their game
must incorporate a CCH theme in
some way. They may create the game
on their own or rely on an online
tutorial of their choosing. When the
CCH Themed App games are complete the class will 35% GLO #1, #2, #3, & #4
participate in a game expo where the
students will play each others games
and then vote based on the criteria
on the assignment rubric. Once the
votes are in they will be put into a
tournament draw and the winner will
receive a prize.