Computer Science III

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1 Passaic County Technical Institute Academy of Information Technology Curriculum of Instruction Computer Science III COURSE DESCRIPTION: Computer Science III is a full year program for junior students in the Academy of Information Technology (AOIT). Students in the program will be introduced to advance skills in Web Design, portfolio development, animation with dynamic ActionScript programming, integration and collaboration among other vocational shops, JavaScript programming, and 3D animation using the Alice learning tool. This course is designed to build up technical skills for students so they can be ready to face challenges of global changes in the Computer Science Field The first phase in the Computer Science program is to reintroduce the learning experience during the sophomore year by focusing on developing websites and projects that reflect project management, JavaScript, and database systems. Portfolio concepts, designs, and development will be primary focus of the materials used to enhance and reinforce the student s knowledge in Computer Science with advanced Dreamweaver techniques. Students will learn advanced technique in programming of templates and style sheets, image maps, interactive spry menus, media objects, and JavaScript code which will enable you to write your own scripts, create animated slideshows, build menus and develop an interactive website. Phase two will focus on Flash and JavaScript; Advanced Flash: building upon basic knowledge in Flash, students will learn advanced technique in building interactive buttons, creating special effects, publishing files, and advance programming with ActionScripts 3.0 that uses scripts consisting of actions, event handlers, and other programming statements to control action execution. JavaScript: building upon basic knowledge in JavaScript, students will learn advanced techniques in working with objects and styles for dynamic menus, exploring object methods, form validation, and expressions in programming. Phase three will integrate interdepartmental activities where students will be working with other vocational shops in developing an interactive and functional business website. Students will build up their communication and business concepts of running a business website with a focus on JavaScript and online forms which requires them to collaborate from different field of experience. Time will also be spent on building interactive and functional forms, so students can test and debug with programming knowledge while they incorporate other functions that can be made to enhance their learning experience Finally, the end of the year will introduce students to the use of Alice programming. Students will be given an introduction to 3D animation concepts and ideas along with scenarios and storyboard for design. This program will provide the foundation skills required to starting as a senior next year.

2 Time Frame: Suggested Grade Level: Prerequisite: 1 year 11th Successful completion of Computer Science II PROFICIENCIES: Upon successfully completing Computer Science III, the student will be able to: 1. Understand Dreamweaver and Portfolios a. Discuss current issues relating to Information Technology b. Demonstrate an understanding of and select the appropriate features and options required to implement a color management workflow. c. Demonstrate general and Dreamweaver-specific knowledge of best practices for designing a website, such as maintaining consistency, separating content from design, using standard fonts, and utilizing visual hierarchy d. Integrate and utilize programs in Adobe Flash, Dreamweaver, and Photoshop e. Create a content based web portfolio with ideas that are developed in Computer Science III 2. Build Flash Animation a. Demonstrate the ability to create live motion animation b. Build and code in ActionScripts 2.0 and 3.0 c. Create a fully integrated Flash website that has functions and features to enhance portfolio projects and designs 3. Develop Business Website Models a. Demonstrate knowledge of project management tasks and responsibilities. b. Communicate with others (such as peers and clients) about design plans c. Defining a client website project d. Evaluating and presenting a client site e. Constructs and design contracts based on each client s needs. f. Build and design work model to fulfill client needs by providing answers to critical decision making factors on the website e.g. expertise, cost, company reputation, convenience, support, g. Design required documentation using Microsoft WORD and EXCEL 4. Create and Design JavaScript a. Analyze, define and solve a given problem b. Develop algorithms used in problem solving c. Understand logic and operations d. Build and create custom JavaScript codes 5. Alice Programming a. Understand the importance of 3D animations b. Develop the sense of building animations with scenarios and storyboards c. Learn and create orientation and movement instructions

3 PCTI CTE Curriculum Unit Planner [1] Content Area: Computer Science III Grade(s) 11 Unit Plan Title: Standard(s) Addressed Introduction to Portfolio Project with Basic Dreamweaver and Flash A.1,2, C.1,2, D.2, K.15,16, K.57, K.(3).78,9,10,11,12,13.RST.1,2,3,4,5, WHST.1,2,3,4,5 Essential Questions (3-5) What are the components and importance of Portfolio Website? How does teamwork affect moral and distribution of work on websites What is motion path and how is it essential to Adobe Flash? What are Complex animation and 3D effects How does actions and sound effect Flash animation? Anchor Text(s) Boag, Paul; Website Owner's Manual ISBN-10: Informational Texts (3-5) [career-related readings; journal articles, books, etc] Proquest, Student Portfolio Web Sites: Valuable Communication Aids to Future Employers, Digital inspiration, Adobe Flash Press, Expected Proficiencies Students will be able to: Build a basic portfolio website to display current 2 year activities. Learn about ethic and understanding for Websites. Understand Complex Adobe animation and audio files. Use special effects for both Dreamweaver and Flash. Writing Assessments (1-3) Write and identify components relating to portfolios Write reports relating to idea of teamwork and effects of moral Summarize ideas of Flash animation actions with sounds to website Fully functional resources (software, videos, career exploration-related activities) Adobe Dreamweaver Adobe Flash Microsoft Powerpoint Internet BlackBoard Filezilla Suggested Time Frame: 10 weeks

4 PCTI CTE Curriculum Unit Planner [2] Content Area: Computer Science III Grade(s) 11 Unit Plan Title: Standard(s) Addressed Intermediate Dreamweaver and Flash with JavaScript Integration B.1,2, E.1,2,3,4,5, C5,6,710, RST.6,7,8,9,10, WHST.6,7,8,9,10 Essential Questions (3-5) Identify and related the features of AP divs, CCS, and JavaScript? What are the uses of hotspots and behaviors? What is the different type of graphics and compression in Animations? What are objects and styles in JavaScript? How can Event Handlers affect the coding in JavaScript? Anchor Text(s) Jon Duckett: JavaScript and JQuery: Interactive Front-End Web Development ISBN-13: Informational Texts (3-5) [career-related readings; journal articles, books, etc] Proquest - Digital design affiliates see faster growth Adobe Flash Press, Glenn Kirkpatrick, Kevin Peaty, Glen Kirkpatrick; "Flash Cartoon Animation: Learn from the Pros" ISBN- 13: Expected Proficiencies Students will be able to: Work with integration of String Object Methods. Apply different features of AP and JavaScript into Webpages. Address the difference of graphics with impact on the Internet usage. Reference different objects in JavaScript. Design a calculated field codes with JavaScript. Writing Assessments (1-3) Create a report on the features of Dreamweaver layouts and its effects on webpages Identify the different types of graphic and its effect on animation Design the methods and development for pull-down menus Fully functional resources (software, videos, career exploration-related activities) Adobe Dreamweaver Adobe Flash JavaScript Internet BlackBoard Suggested Time Frame: 10 weeks

5 PCTI CTE Curriculum Unit Planner [3] Content Area: Computer Science III Grade(s) 11 Unit Plan Title: Standard(s) Addressed Business Technology Website with Interactive Online Forms C.3,4, C.14,15,16,17, K.24,25,26,27,28,29,30,31,32,33, K.(4).10, RST.1,2,3,4,5,6,7,8,9,10, WHST.1,2,3,4,5,6,7,8,9,10 Essential Questions (3-5) What is the process of turning a vision to reality phase in business environment? Develop planning board for much work and effort is required for collaboration for interdepartmental team projects? Understand the concept and usage of online forms? What are the different features and functionality of online forms? What is the key concept behind AJAX and Spry? Anchor Text(s) Da`nielle Nicole Devoss, Martine Courant Rife; "Cultures of Copyright: Contemporary Intellectual Property" ISBN-13: Informational Texts (3-5) [career-related readings; journal articles, books, etc] Business competition, Code Academy, Adobe Dreamweaver Press, Expected Proficiencies Students will be able to: Develop the process and impact of converting a vision into reality. Build and design different online forms by formulating ideas and strategy for completion. Present information pertaining to Dreamweaver Ajax and Spry to webpages. Create interactive online forms with different functions. Cooperate with different members of the class and the business department in creating a website. Writing Assessments (1-3) Analyze and write a report on the difficulty of turning vision of business into reality Justify the process of why interdepartmental projects are very important to learning Identify and build key concepts to AJAX and Spry menus Fully functional resources (software, videos, career exploration-related activities) Adobe Dreamweaver Adobe Flash Microsoft Powerpoint Online Interactive Forms Internet BlackBoard Filezilla Suggested Time Frame: 10 weeks

6 PCTI CTE Curriculum Unit Planner [4] Content Area: Computer Science III Grade(s) 11 Unit Plan Title: Standard(s) Addressed Portfolio Website and Alice Programming C.12,13, F.1,2,3,4,5,6, K.63,64,65, K34,35,36,37,38, RST.1,2,3,4,5,6,7,8,9,10, 11,12.WHST.1,2,3,4,5,6,7,8,9,10 Essential Questions (3-5) What are copyrights laws and how does it affect web design and real world application? Identify spry accordion widgets and its effect on menu navigation? Identify, write and develop codes that are relating to ActionScript 2 and 3? Why are a portfolio website relevant to school and the workplace environment? Identify the concepts of objects and 3D models in Alice What are scenarios and storyboard techniques in Alice? Anchor Text(s) Patrick McNeil; "The Web Designer's Idea Book, Volume 3: Inspiration from Today's Best Web Design Trends, Themes and Styles" ISBN-13: Informational Texts (3-5) [career-related readings; journal articles, books, etc] PC mag Web Design Functions, Web Design basic concepts, Copyright Clarity: How Fair Use Supports Digital Learning, Alice learning environment Expected Proficiencies Students will be able to: Enlist fellow students in identifying issues and problems relating to copyright laws. Analyze the different type of Action Script codes for building Flash Websites. Employ and perform maintenance on final portfolio website design. Understand the concepts of 3D models in Alice. Build and design sample scenarios in Alice. Writing Assessments (1-3) Write a report on copyright laws and the changes it brings to web design Write a summative report on portfolio website and its impact on you Create a storyboard in developing an animation for Alice Fully functional resources (software, videos, career exploration-related activities) Adobe Dreamweaver Adobe Flash Microsoft Powerpoint Alice3 Online Interactive Forms Internet BlackBoard Filezilla Suggested Time Frame: 9 weeks

7 Scope and Sequence SKILLS TO BE LEARNED I = Introduce D = Develop R = Reinforce M = Master A A B.1 Apply critical thinking and problem-solving strategies during structured learning experiences. Participate in online strategy and planning sessions for coursebased, school-based, or outside projects. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives B.2 Create and respond to a feedback loop when problem solving B.3 Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying effective problem-solving strategies during structured learning experiences, service learning, or volunteering C C D E E E E E F F.2 Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets. Generate digital media campaigns in support of or opposing a current political, social, or economic issue. Design a digital communication system to alert other countries in the event of a natural disaster. Predict the impact of emerging media technologies on international business and globalization. Compare laws governing the unethical use of media in different countries. Explain the impact of current and emerging technological advances on the demand for increased and new types of accountability and productivity in the global workplace. Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.

8 F.3 Defend the need for intellectual property rights, workers rights, and workplace safety regulations in the United States and abroad F.4 Explain the impact of computer hacking on products and services F.5 Formulate an opinion regarding a current workplace or societal/ethical issue based on research F C C C C C C C C K K.16 Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. Assess and modify Personalized Student Learning Plans to support declared career goals. Characterize education and skills needed to achieve career goals, and take steps to prepare for postsecondary options, including making course selections, preparing for and taking assessments, and participating in extra-curricular activities. Determine the impact of past and/or recent lawsuits and/or court decisions regarding employment laws. Comply with workplace child labor regulations and safety and health policies during structured learning experiences. Interpret and justify written employer organizational policies and procedures for job performance. Propose potential solutions for current workplace ethics court cases involving multinational companies. Determine the consequences of quality control failures in the United States and in another country based on issues reported in the media. Analyze relationships between companies and the communities in which they are located, and explain how the presence of companies in a community may have a positive or negative impact. Demonstrate how to develop positive customer relations to build and maintain a customer base in this cluster. Demonstrate how to perform scheduling functions to meet customer needs in this cluster K.17 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve problems and make decisions K.18 Employ critical thinking and interpersonal skills to resolve conflicts K K K K K.23 Identify, write, and monitor performance goals to guide progress in assigned areas of responsibility and accountability. Conduct technical research to gather information necessary for decision-making. Use information technology design processes and guidelines to produce a quality information technology product or service. Implement problem-solving processes to evaluate and verify the nature of problems in this cluster. Employ organizational and design principles to sort and group information used in this cluster.

9 K.24 Employ technological tools to expedite workflow K.25 Operate electronic mail applications to communicate K.26 Operate Internet applications to perform tasks K.27 Operate writing and publishing applications to prepare communications K.28 Operate presentation applications to prepare and deliver presentations K.29 Employ spreadsheet applications to organize and manipulate data K.30 Employ database applications to manage data K.31 Employ collaborative/groupware applications to facilitate group work K.32 Employ computer operations applications to manage tasks K K K K.(3) K.(3) K.(3) K.(3) K.(3) K.(3).12 Maintain a career portfolio to document knowledge, skills, and experience in a career field. Examine licensing, certification, and credentialing requirements at the national, state, and local levels to maintain compliance with industry requirements. Identify and explain the implications that information technology has for business transformation and development to demonstrate an understanding of the impact the industry has on business. Iterate through the design and development process to create a uniform Web-based or digital product. Participate in a user-focused design and development process to produce Web-based and digital communication solutions. Design and employ the use of motion graphics to create a visual Web-based or digital design. Demonstrate the effective use of tools, including tools for product development, product management, and production, to complete Web-based or digital communication projects. Employ knowledge of Web design, programming, and administration to develop and maintain Web-based applications. Perform maintenance and customer support functions for digital communication products to maintain quality products that meet customer needs K.(3).13 Test a digital communication product to evaluate its functionality K.(4).10 Develop and maintain a database to store information RST.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account RST RST.3 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

10 11-12.RST RST RST RST RST RST.9 Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible RST.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently WHST.1 Write arguments focused on discipline-specific content WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes WHST WHST WHST.5 In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience WHST WHST.7 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

11 11-12.WHST WHST WHST.10 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Pacing Chart Dreamweaver Week 1-10 Team Projects Week 1-10 Flash Week 1-10 HTML Week CSS Week JavaScript Week Computer Literacy Week Client Presentations Week Microsoft Office Week Online Function and Features Week Portfolio Design Week Alice Programming Week 30-39

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