TDSB - Leaside High School -416 396-2380 ext.

20115
Computer Studies
ICS3U

Pages 1, 2, 3 and 4 of this document are excerpted from the Ministry of Education Document: The Ontario Curriculum, Grades 10 to
12: Computer Studies, 2008 (revised)

ICS3U: Introduction to Computer Science, Grade 11, University Preparation

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.
Prerequisite: None
A. Programming Concepts and Skills
OVERALL Expectations
By the end of this course, students will:
A1. demonstrate the ability to use different data types, including one-dimensional arrays, in computer programs;
A2. demonstrate the ability to use control structures and simple algorithms in computer programs;
A3. demonstrate the ability to use subprograms within computer programs;
A4. use proper code maintenance techniques and conventions when creating computer programs.
SPECIFIC Expectations A2.2 use sequence, selection, and repetition control
A1. Data Types and Expressions structures to create programming solutions;
By the end of this course, students will: A2.3 write algorithms with nested structures (e.g., to
A1.1 use constants and variables, including integers, count elements in an array, calculate a total, find highest
floating points, strings, and Boolean values, correctly in or lowest value, or perform a linear search).
computer programs; A3. Subprograms
A1.2 demonstrate an understanding of how a computer By the end of this course, students will:
uses various systems (e.g., binary, hexadecimal, ASCII, A3.1 demonstrate the ability to use existing sub-programs
Unicode) to internally represent data and store (e.g., random number generator, substring, absolute
information; value) within computer programs;
A1.3 use assignment statements correctly with both A3.2 write subprograms (e.g., functions, procedures) that
arithmetic and string expressions in computer programs; use parameter passing and appropriate variable scope
A1.4 demonstrate the ability to use Boolean operators (e.g., local, global), to perform tasks within programs.
(e.g., AND, OR, NOT), comparison operators (i.e., equal
to, not equal to, greater than, less than, greater than or A4. Code Maintenance
equal to, less than or equal to), arithmetic operators (e.g., By the end of this course, students will:
addition, subtraction, multiplication, division, A4.1 demonstrate the ability to identify and correct
exponentiation, parentheses), and order of operations syntax, logic, and run-time errors in computer programs;
correctly in computer programs; A4.2 use workplace and professional conventions (e.g.,
A1.5 describe the structure of one-dimensional arrays naming, indenting, commenting) correctly to write
and related concepts, including elements, indexes, and programs and internal documentation;
bounds; A4.3 demonstrate the ability to interpret error messages
A1.6 write programs that declare, initialize, modify, and displayed by programming tools (e.g., compiler,
access one-dimensional arrays. debugging tool), at different times during the software
development process (e.g., writing, compilation, testing);
A2. Control Structures and Simple Algorithms A4.4 use a tracing technique to understand program flow
By the end of this course, students will: and to identify and correct logic and run-time errors in
A2.1 write programs that incorporate user input, computer programs;
processing, and screen output; A4.5 demonstrate the ability to validate a program using
a full range of test cases.

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 TDSB - Leaside High School -416 396-2380 ext. 20115
Computer Studies
ICS3U

B. Software Development
OVERALL Expectations
By the end of this course, students will:
B1. use a variety of problem-solving strategies to solve different types of problems independently and as part of
a team;
B2. design software solutions to meet a variety of challenges;
B3. design algorithms according to specifications;
B4. apply a software development life-cycle model to a software development project.

SPECIFIC Expectations
B1. Problem-solving Strategies B3.2 solve common problems (e.g., calculation of
By the end of this course, students will: hypotenuse, determination of primes, calculation of
B1.1 use various problem-solving strategies (e.g., area and circumference) by applying mathematical
stepwise refinement, divide and conquer, working equations or formulas in an algorithm;
backwards, examples, extreme cases, tables and charts, B3.3 design algorithms to detect, intercept, and handle
trial and error) when solving different types of exceptions (e.g., division by zero, roots of negatives).
problems;
B1.2 demonstrate the ability to solve problems B4. The Software Development Life Cycle
independently and as part of a team; By the end of this course, students will:
B1.3 use the input-process-output model to solve B4.1 describe the phases (i.e., problem definition,
problems. analysis, design, writing code, testing, implementation,
maintenance), milestones (e.g., date of completion of
B2. Designing Software Solutions program specification), and products (e.g.,
By the end of this course, students will: specification, flow chart, program, documentation, bug
B2.1 design programs from a program template or reports) of a software development life cycle;
skeleton (e.g., teacher-supplied skeleton, Help facility B4.2 use a variety of techniques (e.g., dialogue,
code snippet); questionnaires, surveys, research) to clarify program
B2.2 use appropriate vocabulary and mode of specifications;
expression (i.e., written, oral, diagrammatic) to describe B4.3 use project management tools (e.g., Gantt chart,
alternative program designs, and to explain the critical path diagram, PERT chart) to show tasks and
structure of a program; milestones in a teacher-led project;
B2.3 apply the principle of modularity to design B4.4 use a test plan to test programs (i.e., identify test
reusable code (e.g., subprograms, classes) in computer scenarios, identify suitable input data, calculate
programs; expected outcomes, record actual outcomes, and
B2.4 represent the structure and components of a conclude ‘pass’ or ‘fail’) by comparing expected to
program using industry-standard programming tools actual outcomes;
(e.g., structure chart, flow chart, UML [Unified B4.5 use a variety of methods to debug programs (e.g.,
Modeling Language], data flow diagram, pseudocode); manual code tracing, extra code to output the state of
B2.5 design user-friendly software interfaces (e.g., variables);
prompts, messages, screens, forms). B4.6 communicate information about the status of a
project (e.g., milestones, work completed, work
B3. Designing Algorithms outstanding) effectively in writing throughout the
By the end of this course, students will: project.
B3.1 design simple algorithms (e.g., add data to a
sorted array, delete a datum from the middle of an
array) according to specifications;

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 TDSB - Leaside High School -416 396-2380 ext. 20115
Computer Studies
ICS3U

C. Computer Environments and Systems

OVERALL Expectations
By the end of this course, students will:
C1. relate the specifications of computer components to user requirements;
C2. use appropriate file maintenance practices to organize and safeguard data;
C3. demonstrate an understanding of the software development process.

SPECIFIC Expectations
C1. Computer Components worms, spyware, adware, malevolent macros), and
By the end of this course, students will: devise a thorough system protection plan;
C1.1 relate the specifications of the internal C2.3 use standard procedures to back up and archive
components of a computer (e.g., CPU, RAM, ROM, user files.
cache, hard drive, motherboard, power supply, video
card, sound card) to user requirements; C3. Software Development
C1.2 relate computer specifications (e.g., processor By the end of this course, students will:
type, bus speed, storage capacity, amount of memory) C3.1 demonstrate an understanding of an integrated
to user requirements, using correct terminology; software development environment and its main
C1.3 relate the specifications of common computer components (e.g., source code editor, compiler,
peripheral devices (e.g., printer, monitor, scanner, debugger);
keyboard, mouse, speakers, USB flash drive) to user C3.2 work independently, using support
requirements; documentation (e.g., IDE Help, tutorials, websites,
C1.4 identify the computer components involved in user manuals), to design and write functioning
executing programming operations (e.g., assignment computer programs;
statements store a value in RAM, arithmetic operations C3.3 explain the difference between source code and
are performed in the CPU). machine code;
C3.4 explain the difference between an interpreter and
C2. File Maintenance a compiler;
By the end of this course, students will: C3.5 explain the difference between the functions of
C2.1 use an operating system to organize computer applications, programming languages, and operating
programs and files logically on local and shared drives; systems.
C2.2 describe procedures to safeguard data and
programs from malware (e.g., viruses, Trojan horses,

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 TDSB - Leaside High School -416 396-2380 ext. 20115
Computer Studies
ICS3U

D. Topics in Computer Science

OVERALL Expectations
By the end of this course, students will:
D1. describe policies on computer use that promote environmental stewardship and sustainability;
D2. demonstrate an understanding of emerging areas of computer science research;
D3. describe postsecondary education and career prospects related to computer studies.

SPECIFIC Expectations
D1. Environmental Stewardship and Sustainability D2.2 demonstrate an understanding of an area of
By the end of this course, students will: collaborative research between computer science and
D1.1 describe the negative effects of computer use on another field (e.g., bioinformatics, geology, economics,
the environment (e.g., creation of e-waste, excessive linguistics, health informatics, climatology, sociology,
use of paper resulting from unnecessary printing of art);
files and emails, heavy power consumption) and on D2.3 report on an area of research related to computer
human health (e.g., exposure to radiation, science, using an appropriate format (e.g., website,
musculoskeletal disorders, eye strain, mental health presentation software, video).
problems resulting from social isolation, various health
consequences of reduced activity levels); D3. Postsecondary Opportunities
D1.2 identify measures that help reduce the impact of By the end of this course, students will:
computers on the environment (e.g., lab regulations, D3.1 research and describe career choices and trends
school policies, corporate and government policies in computer science, at the local, national, and
promoting paperless workplaces and computer international levels;
recycling and reuse) and on human health (e.g., D3.2 identify and report on opportunities for
ergonomic standards); experiential learning (e.g., co-op programs, job
D1.3 describe ways in which computers are or could shadowing, career fairs) in the field of computer
be used to reduce resource use and to support science;
environmental protection measures (e.g., computer D3.3 research and report on postsecondary
modelling to reduce use of physical resources; educational programs leading to careers in information
management of natural resources); systems and computer science (e.g., institutions
D1.4 identify government agencies and community offering relevant programs, industry certifications,
partners that provide resources and guidance for courses of study, entrance requirements, length of
environmental stewardship (e.g., local community programs, costs);
recycling centres, private companies that refurbish D3.4 identify groups and programs that are available
computers, printer cartridge recycling programs). to support students who are interested in pursuing
non-traditional career choices related to information
D2. Exploring Computer Science systems and computer science (e.g., mentoring
By the end of this course, students will: programs, virtual networking/support groups,
D2.1 demonstrate an understanding of emerging areas specialized postsecondary programs, relevant
of research in computer science (e.g., cryptography, trade/industry associations);
parallel processing, distributed computing, data D3.5 describe the Essential Skills and work habits that
mining, artificial intelligence, robotics, computer are important for success in computer studies, as
vision, image processing, human–computer identified in the Ontario Skills Passport.
interaction, security, geographic information systems
[GIS]);

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 TDSB - Leaside High School – 416 396-2380 ext. 20115
Computer Studies
ICS3U

Units of Study
Unit 1 Computer Hardware/Software Unit 6 Methods
Unit 2 Introduction to Java (syntax, primitive Unit 7 Arrays
data types, string objects, constants) Unit 8 Text Files
Unit 3 Programs that Calculate Unit 9 Strings
Unit 4 Decision Making Unit 10 Software Development
Unit 5 Repetition Unit 11 Computers in Society & the Environment

The software development life cycle, data structures, algorithms, program correctness, documentation and program
style are integral to all programming units. The topics in unit 11 can be covered in a variety of methods – through
research assignments, group discussions or reinforced through current projects.
Ontario Skills Passport (OSP):
 The Ontario Skills Passport will be used to supplement the careers component of this course.
 With the OSP students explore Essential Skills needed for work, learning, and life: Reading text,
Writing, Computer Use, Measurement and Calculation, and Problem Solving
 http://skills.edu.gov.on.ca
Classroom Expectations:
 Dress code: Students are expected to dress appropriately – refer to page 14 in the student agenda.
 Academic Honesty – Students are expected to be academically honest by submitting their own
original work, and the mark received is intended to reflect their own academic achievement – refer to
pages 17 & 18 in the student agenda.
 No food or drink allowed in computer labs.
 Computer Policy – refer to page 22 in the student agenda.
 Online Code of Conduct as in the school agenda, page 22, or
http://www.tdsb.on.ca/communications/code_of_online_conduct/occ.html
 TDSB Homework Policy – Students will receive 30 minutes or less per day for each course.
 Late or missed evaluations - refer to pages 19, 20, 21 in the student agenda.

Required Resources and Course Materials:

 USB Key  Programming IDE and word processing
 three ringed binder software
 paper to write on  Text book, Introduction to Computer
 index sheets Science using Java., John Carter
 pen, pencil, eraser, ruler  Teacher hand-outs
 The World Wide Web

Integrated Course Expectations

 Reading for understanding.
 Analysing data
 Problem solving
 Group work

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 TDSB - Leaside High School – 416 396-2380 ext. 20115
Computer Studies
ICS3U

Assessment and Evaluation:

Ongoing formative assessment and feedback will occur to guide student success. Expectations will be evaluated
according to the four categories of the achievement chart. The semester evaluation is based on consistent
performance (demonstration of thinking & inquiry, knowledge & understanding, application, and
communication) throughout the course – refer to pages 16, 18, 19 in the student agenda.

Each unit will include formative and summative evaluation; pop quizzes, home study, out of class assignments,
in-class assignments, group assignments, and end of unit tests. Tests may be written or practical.
Academic Evaluations:
Term Evaluations 70%
Knowledge and Understanding 25%
Thinking 20%
Communication 20%
Application 35%
Course Culminating Evaluations (Culminating Activity 10%, Final Exam 20%) 30%
Knowledge and Understanding 25%
Thinking 20%
Communication 20%
Application 35%
Final Course Grade 100%

Learning Skills Assessment:

These skills will be assessed throughout the course and reflected on the report card.
Skills: Rating Scale:
Works Independently E – Excellent
Teamwork G – Good
Organization S – Satisfactory
Work Habits N – Needs Improvement
Initiative
Provisions for Student Success:
Teacher Support: Student Responsibilities:
 Extra help  Organise a binder to assist with your studies
 School lab time  Set and focus on realistic goals for each class
 [email protected]  Record daily achievements to set and meet new challenges
 Home study in preparation for each class to enrich your learning
 Take advantage of extra help and school lab time to assist in meeting
goals
 Provide peer help to consolidate your learning and increase confidence
 Ask questions and look for answers

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