A C OUR S E O F S T U D Y F O R I N T R O D U C T I O N T O C O M P U T E R P R O GRA M M I N G I N C AND A P P S D E V E L O P M E N T M T H 5 1 7

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1 P ARS I P P A N Y - T ROY H I L L S T O W N S H I P S C HOOL S A C OUR S E O F S T U D Y F O R I N T R O D U C T I O N T O C O M P U T E R P R O GRA M M I N G I N C AND A P P S D E V E L O P M E N T M T H APPROVED BY THE BOARD OF EDUCATION January 24, 2013 Approved: January 2001 Revised: August 2009 September 2009 October 2012

2 2 PURPOSE Introduction to Computer Programming in C and Apps Development is a course designed for the student who wants an introduction to the programming process. This is the first course in a three-year sequence. Students who wish to complete the computer science sequence should elect AP Computer Science A in their second year and Data Structures and Advanced Programming in year three. Students electing this course should have completed Algebra I or Sequential Algebra I as a prerequisite, therefore students who had algebra in grade eight may plan to take Introduction to Computer Programming in grade nine. Other students will have to elect this course in a subsequent year after completing Algebra I or Sequential Algebra I. Students are expected to apply problem-solving skills, mathematical reasoning and written communication skills to the solution of problems in many application areas. In addition to demonstrating the ability to design, implement and test solutions to computer problems; students will understand hardware and software terms as well as the responsible use of computer systems. This course offers students the opportunity to: GOALS 1. develop and increase logical thinking skills. 2. learn a variety of programming concepts. 3. expand problem-solving skills. 4. acquire a broad understanding of the basic components of computer programming. 5. apply programming techniques to the solution of real-world problems. 6. acquire the confidence and experience necessary to successfully apply higher-level thinking skills to the exploration of new programming situations. 7. apply mathematical skills necessary for the solution of programming problems. 8. expand and increase oral and written communication skills. 9. acquire an appreciation of responsible computer usage.

3 3 METHOD A variety of teaching techniques will provide the student with the opportunities to discuss, share, exchange and consolidate ideas related to programming concepts. Students will explore concepts and techniques of programming by means of teacher-led demonstrations and explanations, inclass discussions and practical lab activities. THE LIVING CURRICULUM Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed. AFFIRMATIVE ACTION During the development of this course of study, particular attention was paid to material which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

4 P ARS I P P ANY - T R O Y H I L L S T O W N S H I P S C HOOL S C O U R S E P R O F I C I E N C I E S A N D G R A D I N G P R O C E DUR E S 4 COURSE PROFICIENCIES AND GRADING PROCEDURES COURSE NO.: MTH 517 TITLE: COMPUTER PROGRAMMING IN C AND APP DEVELOPMENT IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE, THE NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR TECHNOLOGICAL LITERACY AND THE 21 ST CENTURY LIFE AND CAREER STANDARDS. THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE SUCCESSFUL COMPLETION OF THE ABOVE NAMED COURSE. The student will demonstrate proficiency in the following areas: 1. describe the history of computer development 2. demonstrate knowledge of ethical and responsible use of computers 3. identify the major components of a computer system 4. convert values between number systems 5. enter, edit, compile and execute programs on the computer 6. design a program based on given specifications 7. design and write programs using correct structure and syntax 8. recognize, categorize and correct syntax and logic errors 9. declare, recognize and use identifiers, constants and keywords 10. use typecasting appropriately in numeric calculations 11. input and output data values 12. declare, initialize and use strings 13. use and evaluate statements containing Boolean and logical operators and expressions 14. implement decisions using IF statements 15. implement multiple branching and nesting 16. use pre-defined methods 17. write methods 18. write count-controlled loops 19. write event-controlled loops 20. write a nested loop 21. define, declare, and use a structure 22. define, declare and process a one-dimensional array 23. define, declare and process a two-dimensional array 24. understand and use pointers

5 5 25. use a pre-defined class. 26. design and implement a class. 27. define, initialize, and use objects. 28. assign values to objects. 29. create and deploy apps in a simulated environment.

6 6 GRADING PROCEDURES Marking period grade: Assessments (quizzes, tests, student demonstrations, classroom discussion, projects) 60% Labs 30% Assignments 10% Final Grade Full Year Course Full Year Course Each marking period shall count as 20% of the final grade The midterm assessment will count as 10% of the final grade, and the final assessment will count as 10% of the final grade.

7 7 Proficiencies (Objectives) CONTENT OUTLINE (Proficiency numbers in parenthesis) Student will be able to: Proficiencies 5, 6, 7, & 8 are used throughout the entire course STANDARDS SUGGESTED ACTIVITIES EVALUATION/ASSESSMENT TEACHER NOTES Students will: As appropriate, tests and quizzes may be open notebook I. History and Development of Computers A. Hardware Development (3) B. Software Development (1) 1. Languages 2. Applications C. Ethics and Responsible Use of Computers (2) 8.2A Grade 8 CPI 01 CPI 68 view video on history of computers, and answer questions based on the video Quiz: answer questions about history and the people involved in the development of computers II. Number Systems (4) A. Binary, Octal, Hexadecimal B. Conversion between bases 8.2A Grade 8 CPI 01 CPI 68 practice conversions between number systems Quiz: convert numbers between bases III. Introduction to Project Development Environment (5) CPI 06 CPI 07 examine and modify a sample existing project Given a project, modify according to teacher specifications Incorporate throughout course

8 8 Proficiencies (Objectives) CONTENT OUTLINE (Proficiency numbers in parenthesis) Student will be able to: IV. Calculations and Data A. Mathematical Operations (10, 16) 1. Standard Operations(9) 2. Order of Operations 3. Random Numbers (16) STANDARDS SUGGESTED ACTIVITIES EVALUATION/ASSESSMENT TEACHER NOTES Students will: Test/quiz CPI 06 Given a project, modify according CPI 07 to teacher specifications practice calculations and conversions using language-specific operators write a program to convert Fahrenheit to Celsius convert an amount of money into quantity of bills & coins write code to produce random number generators write a program to simulate tossing a coin or die determine the value of a blackjack hand Quiz: write and analyze code to produce random number generators B. Data Types and Variables (9) C. Strings (12, 16) D. Pseudocode CPI 06 CPI 07 examine and modify existing projects Write program to find bride s married name, both traditional and modern Given a code segment: a. predict the output b. find and correct errors V. Methods (17) A. void methods B. value-returning methods C. arguments and parameters CPI 06 CPI 07 Convert change lab to have a generic method to find the quantity of a particular coin and remaining amount of money Explain how parameters and arguments are used in programming

9 9 Proficiencies (Objectives) CONTENT OUTLINE (Proficiency numbers in parenthesis) STANDARDS SUGGESTED ACTIVITIES EVALUATION/ASSESSMENT TEACHER NOTES Student will be able to: Students will: VI. Decisions (13, 14, 15) A. Logic 1. Truth tables 2. Boolean Algebra 3. Logical operators 4. Relational operators CPI 06 CPI 07 Quiz: Evaluate statements using relational and logical operators Test: write code involving decisions and evaluate statements using relational and logical operators B. If statements C. If Else statements D. Nested If E. Multi-way decisions practice evaluating Boolean expressions to simplify logical statements and discover equivalent statements examine and modify existing projects determine letter grade based on number grade given a number for suit and value of a card, display the correct name for the card. Given a project, modify according to teacher specifications Given a code segment: 1. predict the output 2. find and correct errors 3. VII. Repetition (18, 19, 20) A. Count-controlled loops B. Event-controlled loops CPI 06 CPI 07 examine and modify existing projects. write a program to simulate tossing a die and tally the results. Show counts in a table. write a program to find the factors of a number input by the user. Test/quiz: write and trace code using loops Given a project, modify according to teacher specifications. Given a code segment: 1. predict the output 2. find and correct errors. VIII. Arrays (21, 22) A. One-dimensional B. Two dimensional C. Searching 1. highest/lowest value 2. specific value CPI 06 CPI 07 examine and modify existing projects write a program to simulate tossing a die using an array to store the tallies (modify loop lab) Given a project, modify according to teacher specifications Given a code segment: 1. predict the output 2. find and correct errors

10 10 Proficiencies (Objectives) CONTENT OUTLINE STANDARDS SUGGESTED ACTIVITIES EVALUATION/ASSESSMENT TEACHER (Proficiency numbers in parenthesis) NOTES Student will be able to: Students will: IX. Classes and Objects (25, 26, 27, 28) A. Introduce Objective-C 1. Objective-C syntax 2. data types and expressions 3. repetition 4. decisions 5. arrays 6. methods 7. blocks 8. structures 9. pointers CPI 06 CPI 07 convert existing C projects to Objective-C. Given a project, modify according to teacher specifications using classes. B. User-defined classes 1. interface and 2. implementation files 3. access properties using dot operator write a program using a class to store and reduce a fraction. Given a code segment with classes, predict the output and find and correct errors. X. Develop Apps A. Basic objects for designing interfaces 1. buttons 2. labels 3. text boxes B. ViewController C. AppDelegate D. Handling basic interactions between objects and code E. Additional Objects 1. image view 2. slider 3. segmented control 4. switches 5. keyboard/keypad CPI 06 CPI 07 Exs: put text in a label when a button is pressed, temp converter, geometric calculations (ie rectangle: enter L and W, begin with one button to find area, perimeter, and diagonal, extend to one button for each calculation) Use chapter 21 from Objective-C book Sample: temp converter

11 F. Optional topics 1. autorotation/autosizing 2. multiview applications 3. bars and pickers 4. table views 5. taps, touches, and gestures Optional Topics A. Recursion B. Inheritance C. Polymorphism D. Selection Sort E. Binary Search F. File I/O X. Optional Topics A. Graphics B. Searching and sorting Beginning ideas: fraction calculator (use and modify existing fraction class), change lab, factors of a number 11

12 12 BIBLIOGRAPHY TEXTBOOK Schneider, David I.; An Introduction to Computer Programming Using Visual Basic 6.0; Prentice Hall 1999 RESOURCES Knowlton and Collings; Visual Basic Basics; South-Western; Zak, Diane; Programming with Visual Basic 6.0; Course Technology/ITP ADDITIONAL WEBSITES FOR SUPPLEMENTAL MATERIALS VIDEO Thinking Machines: The History of the Computer, A&E Television Networks

13 13 APPENDIX A SAMPLE AUTHENTIC ASSESMENTS

14 SAMPLE AUTHENTIC ASSESSMENTS You have just graduated from college and are looking for your Dream Job. Two different companies offer you similar positions but they offer different salary options: OPTION 1 - $100 per day OPTION 2 - $1 the first day, $2 the second day, $4 the third day and so on with the amount doubling each day Write a program to determine which option pays better after 10 days. 2. As Sr. Sales Representative for Standard Chemical Corporation, your new boss wants you to set up a program to calculate profit and loss given revenue and expenses for the last quarter of the year. Your boss wants to be able to enter the revenue and expenses (including rent, payroll, utilities, supplies and other expenses). He also wants the program to calculate profit and/or loss. In addition, you need to have the program calculate the total percent for each expense. (NOTE: This real-life, authentic task will be used to assess student s ability to write code.)

15 15 APPENDIX B GENERAL GRADING GUIDE FOR ASSESSMENTS

16 GENERAL GRADING GUIDE FOR ASSESSMENTS 16 Coding Style: 4. appropriate and well worded comments proper indenting correct use of whitespace appropriate use of modularization 3. good but incomplete comments some indenting some use of whitespace some use of modularization 2. limited comments limited indenting limited use of whitespace limited use of modularization 1. minimal comments minimal indenting minimal use of whitespace minimal use of modularization Program Design/Documentation: 4. complete program description complete interface specifications complete description of algorithm(s) 3. partial program description partial interface specifications partial description of algorithm(s) 2. limited program description limited interface specifications limited description of algorithm(s) 1. minimal program description minimal interface specifications minimal description of algorithms(s)

17 17 Interface Design: 4. clear directions for user completely user-friendly appropriately formatted and labeled output uses appropriate objects 3. limited directions for user somewhat user-friendly appropriately formatted or labeled output uses appropriate objects most of the time 2. minimal directions for user minimally user-friendly output neither formatted nor labeled uses appropriate objects some of the time 1. confusing directions for user program difficult to use no output displayed rarely uses appropriate objects Program Execution: 4. produces correct output for all inputs conforms to all instructor s specifications and requirements, i.e. use of specific language constructs and/or algorithms turned in on time turned in with all supporting documentation (design, code and interface) 3. produces correct output for most inputs conforms to most instructor s specifications and requirements turned in up to two school days late turned in with some supporting documentation

18 18 Program Execution (continued) 2. produces correct output for some inputs conforms to some instructor s specifications and requirements turned in up to four school days late turned in with limited supporting documentation 1. rarely produces correct output conforms to few instructor s specifications and requirements turned in up to six school days late turned in with no supporting documentation

19 19 GRADING SHEET Name: Period: Lab: Due Date: Date Submitted: GRADING: Coding: comments indenting whitespace modularization Design/Documentation: description interface algorithm(s) Interface: directions user-friendly output objects Execution: output specs/requirements on time documentation TOTAL:

20 20 APPENDIX C SOLUTIONS TO ASSESSMENTS 1 AND 2

21 SAMPLE SOLUTION TO AUTHENTIC ASSESSMENT # Title: Determine Better Pay PROGRAM SPECIFICATION AND DESIGN SHEET 2. Description: You are offered two salary options for 10 days of work. Option 1: $100 per day Option 2: $1.00 the first day, $2.00 the second day, $4.00 the third day, and so on with the amount doubling each day Write a program to determine which option pays better. 3. Interface Specifications: Labels: 1. program description 2. explanation of each method 3. salary earned by each method 4. which method produces better pay Buttons: 1. run executes code 2. end 4. Special Requirements: For loop to compute method 2 5. Algorithm(s): Set Salary 1 to 100 x 10 Set Salary 2 to 0 Loop 0 9 Salary 2 = Salary ^ loop index Compare Salary 1 to Salary 2 Output both salaries and Method One or Method Two

22 Forml l 22 NAME: Period 6 'Title: Determine better pay 'Due: Today Pri ate Sub cmdend Click(} End End Sub Pri ate Sub cmdrun Click(} 'Declare ariables Dim Sall As Double Dim Sal2 As Double Dim index As Single 'constant pay rate 'changing pay rate 'loop ariable calculate Sall - loo first payrate * 10 calculate second pay rate Sal2-0 For index 0 To 9 Sal2 Sal2 + 2 index Next index 'Output salaries lbloutone - FormatCurrency(Sall, 2) lblouttwo - FormatCurrency(Sal2, 2) 'Determine better salary If Sall > Sal2 Then lbloutthree -..Method One... Else lbloutthree "Method Two"" End If End Sub

23 23

24 MTH 510 Introduction to Computer Programming SAMPLE SOLUTION TO AUTHENTIC ASSESSMENT #2 trmprotitloss - 1 Name: Bonnie Sturm Date; Today Title: Profit and Loss Description: to calculate the profit and loss based on revenue and expenses. will also calculate the percentage each expense is of total expenses. 24 Private Sub cmdcalculate Clicko Calculate total Expenses lbitotalexp.caption = Val(txtRent.Text) + Val(txtPayroll.Text) + - Val(txtUtil.Text) + Val(txtSupp.Text) + Val(txt0ther.Text) Calculate Profit lblprofit.caption = Val(txtRev.Text) - Val(lblTotalExp.Caption) Calculate Loss lblloss.caption = -Val(lblProfit.Caption) Calculate Expense Percentages lblrentperc.caption = Fix(Val(txtRent.Text) /- Val(lblTotalExp.Caption) * 100) lblpayrollperc.caption = Fix(Val(txtPayroll.Text) /- Val(lblTotalExp.Caption) * 100) lblutilperc.caption = Fix(Val(txtUtil.Text) /- Val(lblTotalExp.Caption) * 100) lblsuppperc.caption = Fix(Val(txtSupp.Text) /- Val(lblTotalExp.Caption) * 100) lblotherperc.caption = Fix(Val(txt0ther.Text) /- Val(lblTotalExp.Caption) * 100) End Sub Private Sub cmdexit Click() End End Sub

25 MTH 510 Introduction to Computer Programming 25

26 MTH 510 Introduction to Computer Programming 26 AP P E N DI X D P ROGR AM S P E CI F I CAT I ON AND DE S I GN S H E E T (S tu de n t O ut l i ne of P r ogr am D e si gn )

27 MTH 510 Introduction to Computer Programming PROGRAM SPECIFICATION AND DESIGN SHEET Title: 2. Description: 3. Interface Specifications: 4. Special Requirements: 5. Algorithm(s):

28 MTH 510 Introduction to Computer Programming 28 AP P E N DI X E 21ST-CENTURY LIFE AND CAREERS STANDARDS

29 MTH 510 Introduction to Computer Programming 29 NJ World Class Standards Content Area: 21st-Century Life and Careers 9.4 Career and Technical Education ContentArea 21st-Century Life and Careers 9.4 Career and Technical EducationAll students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and Standard established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.) Strand K. Information Technology Career Cluster Pathway (4) Programming & Software Development By the end of Content Statement CPI# Cumulative Progress Indicator (CPI) grade 12 Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway K.(4).1 Identify and analyze customer software needs and requirements to guide programming and software development K.(4).2 Create and use information technology strategies and project plans when solving specific problems to deliver a product that meets customer specifications K.(4).3 Identify and analyze system and software requirements to ensure maximum operating efficiency K.(4).4 Demonstrate the effective use of software development tools to develop software applications K.(4).5 Use the software development process to design a software application and deliver it to the customer K.(4).6 Produce a computer application, in code, to

30 MTH 510 Introduction to Computer Programming demonstrate proficiency in developing an application using the appropriate programming language K.(4).7 Implement software testing procedures to ensure quality products K.(4).8 Perform quality assurance tasks to produce quality products K.(4).9 Perform maintenance and customer support functions to maintain software applications K.(4).10 Develop and maintain a database to store information. 30 APPENDIX F NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR TECHNOLOGICAL LITERACY

31 MTH 510 Introduction to Computer Programming NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR TECHNOLOGICAL LITERACY 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts By the end of Grade 12 Content: The use of technology and digital tools requires knowledge and appropriate use of operations and related applications A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results. Content: The use of technology and digital tools requires knowledge and appropriate use of operations and related applications A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software. Content: The use of technology and digital tools requires knowledge and appropriate use of operations and related applications A.3 Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning. Content: The use of technology and digital tools requires knowledge and appropriate use of operations and related applications A.4 Create a personalized digital portfolio that contains a résumé, exemplary projects, and activities, which together reflect personal and academic interests, achievements, and career aspirations. 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. B. Creativity and Innovation By the end of Grade 12 Content: The use of digital tools and media-rich resources enhances creativity and the construction of knowledge B.1 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. C. Communication and Collaboration By the end of Grade 12 Content: Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems C.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community.

32 MTH 510 Introduction to Computer Programming 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. D. Digital Citizenship By the end of Grade 12 Content: Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors D.1 Evaluate policies on unauthorized electronic access (e.g., hacking) and disclosure and on dissemination of personal information. Content: Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines. Content: Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors D.3 Compare and contrast international government policies on filters for censorship. Content: Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors D.4 Explain the impact of cyber crimes on society Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. E. Research and Information Literacy By the end of Grade 12 Content: Effective use of digital tools assists in gathering and managing information E.1 Develop a systematic plan of investigation with peers and experts from other countries to produce an innovative solution to a state, national, or worldwide problem or issue. Content: Effective use of digital tools assists in gathering and managing information E.2 Predict the impact on society of unethical use of digital tools, based on research and working with peers and experts in the field.

33 MTH 510 Introduction to Computer Programming 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. F. Critical Thinking, Problem Solving, and Decision-Making By the end of Grade 12 Content: Information accessed through the use of digital tools assists in generating solutions and making decisions F.1 Select and use specialized databases for advanced research to solve real-world problems. Content: Information accessed through the use of digital tools assists in generating solutions and making decisions F.2 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal, and social needs Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. A. Nature of Technology: Creativity and Innovation By the end of Grade 12 Content: Technology products and systems impact every aspect of the world in which we live A.1 Design and create a technology product or system that improves the quality of life and identify trade-offs, risks, and benefits. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. B. Design: Critical Thinking, Problem Solving, and Decision-Making By the end of Grade 12 Content: The design process is a systematic approach to solving problems B.1 Design and create a product that maximizes conservation and sustainability of a scarce resource, using the design process and entrepreneurial skills throughout the design process. Content: The design process is a systematic approach to solving problems B.2 Design and create a prototype for solving a global problem, documenting how the proposed design features affect the feasibility of the prototype through the use of engineering, drawing, and other technical methods of illustration. Content: The design process is a systematic approach to solving problems B.3 Analyze the full costs, benefits, trade-offs, and risks related to the use of technologies in a potential career path.

34 MTH 510 Introduction to Computer Programming 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. C. Technological Citizenship, Ethics, and Society By the end of Grade 12 Content: Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society C.1 Analyze the ethical impact of a product, system, or environment, worldwide, and report findings in a web-based publication that elicits further comment and analysis. Content: Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society C.2 Evaluate ethical considerations regarding the sustainability of resources that are used for the design, creation, and maintenance of a chosen product. Content: Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society C.3 Evaluate the positive and negative impacts in a design by providing a digital overview of a chosen product and suggest potential modifications to address the negative impacts Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. D. Research and Information Fluency By the end of Grade 12 Content: Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems D.1 Reverse-engineer a product to assist in designing a more eco-friendly version, using an analysis of trends and data about renewable and sustainable materials to guide your work. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. E. Communication and Collaboration By the end of Grade 12 Content: Digital tools facilitate local and global communication and collaboration in designing products and systems E.1 Use the design process to devise a technological product or system that addresses a global issue, and provide documentation through drawings, data, and materials, taking the relevant cultural perspectives into account throughout the design and development process.

35 MTH 510 Introduction to Computer Programming Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. F. Resources for a Technological World By the end of Grade 12 Content: Technological products and systems are created through the application and appropriate use of technological resources F.1 Determine and use the appropriate application of resources in the design, development, and creation of a technological product or system. Content: Technological products and systems are created through the application and appropriate use of technological resources F.2 Explain how material science impacts the quality of products. Content: Technological products and systems are created through the application and appropriate use of technological resources F.3 Select and utilize resources that have been modified by digital tools (e.g., CNC equipment, CAD software) in the creation of a technological product or system. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. G. The Designed World By the end of Grade 12 Content: The designed world is the product of a design process that provides the means to convert resources into products and systems G.1 Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity.