Computer Studies 10

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Computer Studies Grade 10
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

User needs and interests drive the design process.
Social, ethical, and sustainability issues are influenced by design.
Complex tasks require different technologies and tools at different stages.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context
  • Engage in a period of research
    research
    seeking knowledge from other people as experts, secondary sources, and collective pools of knowledge in communities and collaborative atmospheres both online and offline 
    and empathetic observation
    empathetic observation
    may include experiences and people, including users, experts, and thought leaders 
Defining
  • Identify potential users, societal impacts, and other relevant contextual factors for a chosen design opportunity
  • Identify criteria for success, intended impact, and any constraints
    constraints
    limiting factors such as task or user requirements, materials, expense, environmental impact 
    or possible unintended impacts
Ideating
  • Screen ideas against criteria and constraints
  • Critically analyze and prioritize competing factors
    factors
    including social, ethical, and sustainability 
    to meet community needs for preferred futures
  • Maintain an open mind about potentially viable ideas
Prototyping
  • Identify and use sources of inspiration
    sources of inspiration
    may include personal experiences; exploration of First Peoples perspectives and knowledge; the natural environment and places, including the land and its natural resources and analogous settings; cultural influences; people, including users, experts, and thought leaders 
    and information
  • Choose a form for prototyping and develop a plan
    plan
    for example, pictorial drawings, sketches, flow charts 
    that includes key stages and resources
  • Prototype, making changes to tools, materials, and procedures as needed
  • Record iterations
    iterations
    repetitions of a process with the aim of approaching a desired result 
    of prototyping
Testing
  • Identify sources of feedback
    sources of feedback
    may include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals 
  • Develop an appropriate test
    appropriate test
    consider conditions, number of trials 
    of the prototype
  • Conduct the test, collect and compile data, evaluate data, and decide on changes
  • Iterate the prototype or abandon the design idea
Making
  • Identify and use appropriate tools, technologies
    technologies
    tools that extend human capabilities 
    , materials, and processes for production
  • Make a step-by-step plan for production and carry it out, making changes as needed
Sharing
  • Decide on how and with whom to share
    share
    may include showing to others or use by others, giving away, or marketing and selling 
      product
    product
    for example, a physical product, a process, a system, a service, or a designed environment 
    and processes
  • Demonstrate the product to potential users, providing a rationale for the selected solution, modifications, and procedures
  • Use appropriate terminology
  • Critically reflect on their design thinking and processes, and identify new design goals
  • Assess their ability to work effectively both as individuals and collaboratively in a group, including ability to share and maintain an efficient collaborative workspace

Applied Skills

Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments
Identify the skills needed in relation to specific projects, and develop and refine them

Applied Technologies

Choose, adapt, and if necessary learn more about appropriate tools and technologies to use for tasks
Evaluate impacts
impacts
personal, social, and environmental 
, including unintended negative consequences, of choices made about technology use
Evaluate the influences of land, natural resources, and culture on the development and use of tools and technologies

Content

Students are expected to know the following:
design opportunities
computer hardware
computer hardware
for example, central processing unit (CPU), random-access memory (RAM), read-only memory (ROM), cache, hard drive, solid-state drive (SSD), motherboard, power supply, video card, sound card, printer, monitor, scanner, keyboard, mouse, speakers, flash memory, universal serial bus (USB) (2, 3, C), megahertz, megabytes, gigabytes 
, peripherals, internal and external components, and standards
distinctions between software types
software types
for example, systems software, utility software, application software 
, cloud-based and desktop applications
intermediate features of business applications
business applications
software tools for communicating, presenting, organizing, and formatting data 
, including word processing, spreadsheets, and presentations
operating system shortcuts
operating system shortcuts
for example, cut, copy, paste, print, print window, print screen, screen refresh 
and command line operations
command line operations
for example, establishing file structures, copying, deleting, moving files 
preventive maintenance
preventive maintenance
for example, physical and cloud data backup solutions, digital security measures, software updates, patches 
of hardware and software
computer security risks
computer security risks
for example, malware, Trojans, viruses, phishing scams, identity fraud, ransomware 
hardware and software troubleshooting
troubleshooting
identifying problem, establishing a theory of probable cause, testing theory to determine cause, taking action, testing and preventing, reporting 
wired and wireless computer networking
wired and wireless computer networking
for example, network cards, routers, switches, cables, modems, network types 
evolution of digital technology
evolution of digital technology
for example, introduction of mobile devices, smartphones, tablets, Internet of Things 
and the impact on traditional models of computing
risks and rewards
risks and rewards
for example, data collection, personal information, privacy concerns, remote hacking, information as a commodity, personal safety, convenience, functionality 
associated with big data, multi-device connectivity, and the Internet of Things
principles of computational thinking
computational thinking
key components include decomposition, patterns and generalizations, abstraction, and algorithmic thinking 
introductory computer programming concepts and constructs
programming concepts and constructs
classes, objects, data types, constants and variables, expressions and instructions, order of operations, precedence of arithmetic operators, assignment and relational operators, decision and looping structures, Boolean operators, comparison operators, arithmetic operators 
planning and writing
planning and writing
  • using visual problem-solving models
  • using variables, expressions, and assignment statements to store and manipulate numbers and text in a program
  • using decision structure for two or more choices
  • effectively using looping structures
  • distinguishing between syntax, logic, and run-time errors
 
simple programs, including games
impacts of computers and technology on society
impacts of computers and technology on society
global communication, social media, e-commerce, mobile payment solutions, globalization, human interactions, digital divide, crowdfunding, technology and social change, technology in humanitarian work, technology to assist people with diverse abilities 
ethical considerations
ethical considerations
may include big data use, equality of access, copyright and fair use, gender issues and technology, cyberbullying, white hat/black hat hacking, hacking for social causes, e-waste, recycling, conflict mineral exploitation 
of technology use, including cultural appropriation
cultural appropriation
use of a cultural motif, theme, “voice”, image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn 
and environmental sustainability
environmental sustainability
e-waste, recycling and disposal, power consumption, renewable energy, server farms 
digital literacy
digital literacy
curating a positive online portfolio, digital footprints/dossier, safe online information sharing, cyberbullying, online empathy, reporting online hate/bullying, support and resources, appropriate and professional ways to engage in online forums/communication spaces 
and digital citizenship
impacts of technology use on personal health and wellness
health and wellness
for example, cyber addictions; ergonomic issues; and other risks and potential side-effects of overuse of digital tools, including games, gambling, and social media 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.