Computer Science and Entrepreneurship (CS&E) 9- 12

Suggested Curriculum Guidelines

Note:

1. Different National and International Curricula were consulted while developing the NCP for this
subject.
2. There are certain links given here for videos, websites and documents. All links were checked for
authenticity on 7th April, 2023, it has been established that they are valid. Since these are third-
party links, NCC will not be responsible if they are changed or do not work in the future. NCC is
working on creating a repository of information that will be sustainable and accessible, all
information from links will be downloaded and made available in due time to avoid this issue in
the future.
3. The mention of all websites and links, from which content for activities was adapted, will be
referenced properly and cited after the finalization of the Curriculum Guidelines.

Part 1: Computer Science

GRADE 9
DOMAIN A: Computer Systems
[SLO CS-09-A-01]
Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

Student Learning Outcome(s):

[SLO CS-09-A-01] Students will define and describe types of systems (artificial, natural), computer
hardware components such as computer architecture (CPU, microprocessors, etc.)

Knowledge: Skills:
Students will understand that Students will be able to
● Brief history of computer systems and ● Recognize and describe key components
generation of computers of a computer system, such as:
● Basic concept of a system, types of ○ Differentiate between natural and
systems, artificial systems
● Name and identify the core components of ○ Outline the architecture of the
a computer (input/output devices, system central processing unit (CPU)
unit (motherboard, memory, CPU, power and the functions of the
supply, etc.),and data storage devices arithmetic logic unit (ALU) and
● Understand and identify Von Neumann the control unit (CU) and the
Architecture registers within the CPU.
● Computer architecture How data is ○ Differentiate between primary
transmitted within a computer system memory, cache, and secondary
memory.

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 ● What are some of the requirements for a ○ Describe the main functions of
functioning computer systems and what operating systems and
are some key concepts application systems.

● Explain how the various components

Students will know interact together to transmit data and
● The core parts of a computer system and instructions
how they all work together, including ● Illustrate the hierarchy of memory and
definitions and key functions of computer storage devices with respect to their
architecture such as central processing volatility/retention, speed, storage
unit (CPU), arithmetic logic unit (ALU), capacity, cost
control unit (CU), memory, operating ● Differentiate between necessary and
system and application software, and data auxiliary components of a computer
representation in computers (bit, byte, system
binary, denary/decimal, hexadecimal)
● Difference between hardware engineering
and software engineering
● Difference between natural and artificial
systems
● Types and hierarchy of memory with
respect to their volatility/retention, speed,
storage capacity, cost
● Difference between necessary and
auxiliary components of a computer
system

Assessments
Formative Assessments
Quiz assessment questions on the following topics:
● Components of and data transmission within a computer system
○ What is the difference between input and output devices? Give 2 examples of each
○ What is the storage device on a computer called?
○ What are the four basic components of a computer?
○ What is the full form of RAM?
○
○ What units is the capacity of your hard drive measured in?
○ What is the most common keyboard layout?
○ How does a computer connect to the internet?

Summative Assessments
Exam questions on:
● Recognizing the basics of a computer system
● Differentiating between hardware and software layer
● Explaining how the various components interact together to transmit data and instructions

Learning Activities
1. Share questions with students on how computers work and then show video in class to explain
how computers work and what they do: https://www.youtube.com/watch?v=92TaQRBwPSs
2. Various components of a computer explained:
https://www.youtube.com/watch?v=ExxFxD4OSZ0
3. Other relevant videos explaining binary, what is digital vs etc:
https://www.youtube.com/watch?v=Xpk67YzOn5w&list=PLvVRXnxnXxLiJU1blLohEVhj38Q1rx
oAU
4. Hands on lab: Install, configure, and maintain the major hardware components.
5. Hands on lab: Analyze problems and resolve system faults using basic troubleshooting tools.

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 6. In-class activity: Oral presentations that involve demonstration of skills such as 1.
Independent research using the Internet 2. Research on product specifications 3. Downloading
drivers or other information from vendor sites 4. Gathering information on new hardware
devices 5. New software (third party) diagnosis tools

[SLO CS-09-A-02]

Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will be able to define & explain digital logic, the
different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

Student Learning Outcome(s):

[SLO CS-09-A-02] Students will be able to identify and explain system software, application software,
low-level and high-level programming languages, and their uses

Knowledge: Skills:
Students will understand that Students will be able to
● The main functions of systems software ● Select an appropriate medium to create
with some examples artifacts (Planning the document /
● The main functions of operating systems information flow, editing and alignment of
and application software page, paragraphs, text, tables, and
● Outline the uses of various application graphics) to communicate ideas in
software. various digital tools such as:
○ Image processing tools (like
Photoshop, Canva.com, GIMP
etc)
○ Word processors (like MS Word,
Google Docs etc)
○ Presentations (like MS
PowerPoint or Google Slides etc)
○ Spreadsheets (like MS Excel or
Google Sheets)

Assessments

Formative Assessments
Quiz questions on topics such as:
● The main functions of operating systems and application software
● Outline the uses of various application software

Summative Assessments
Exam questions on topics such asL
● Describe the main functions of an operating system.
● Outline the uses of various application software.

Learning Activities
1. In-class discussion: Instructor to share questions on how computer science is changing
everything and then request students to watch & debrief on videos on the topic, e.g.:
https://www.youtube.com/watch?v=QvyTEx1wyOY
2. Hands on activity explaining how to install commonly used system software and troubleshoot
any issues during installation.

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 3. Hands on activity explaining how to install commonly used application software and
troubleshoot any issues during installation.
4. Creating a presentation on a topic using an application like MS Powerpoint
5. Creating a written report on a research topic, the submission should include cover page, title,
table of contents, headers, subheadings, paragraphs in a word processor like MS Word
6. Creating a chart from a table in a spreadsheet using an application like MS Excel
7. Creating a diagram in an image procSLO CS-10-G-01essing tool like MS Paint
8. Identifying formatting errors and knowing how to fix them
9. In-class activity: Instructor-led discussions about and analysis of sample programs written in
assembly language https://www.scirp.org/journal/paperinformation.aspx?paperid=94063
10. In-class activity: Instructor-led exercises requiring students to understand a given assembly
language program and then walkthrough translating higher-level language to assembly
language and discuss issues that arise
https://oliviagallucci.com/converting-high-level-languages-to-machine-language/
11.

[SLO CS-09-A-03]

Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

Student Learning Outcome(s):

[SLO CS-09-A-03] Students will be able to identify and analyze data communication, computer
networks, networking devices, basic networking systems and understand how data is transmitted and
key concepts such as protocols, speeds, etc.

Knowledge: Skills:
Students will understand Students will be able to

● How data is transmitted across a computer ● Identify common network problems and
network for example circuit switching, provide possible solutions
packet switching, layering, encapsulation,
and protocols
● Common network topologies and
transmission modes
● Outline the advantages and disadvantages
of wireless networks
● Outline the advantages and evolution of
the Internet
● Outline common applications of the
Internet
● The internet is the largest computer
network ever built and learn how it works

Explain these key terms to students: 7-layer OSI

networking model, LAN, WAN, packet switching,
circuits, circuit switching, router, TCP/IP, IP, UDP,
DNS, DHCP, host, browsers, layering,
encapsulation and protocols

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 Assessments

Formative Assessments
Quiz assessment questions on topics like:
● Network types and components
● Data transmission across networks, and protocols and their uses
● Application of networks

Examples of questions:
● What is a computer network? How is it different from a standalone computer?
● Explain how the internet is a computer network and explain how it works
● What is LAN, WAN and what is the difference between them?
● Name the 5 layers of the OSI reference model and explain what each does in brief
● A router operates in which layer of the OSI model?
● DHCP is the abbreviation of what?
● What is a DNS?
● What is the meaning of bandwidth in a network?
● What is the use of bridges in a network?

Summative Assessments
● Exam questions on topics related to:
● Network types in terms of a five-layer model
● Data transmission via packet switching, and networking technologies and protocols.
● Outline the advantages and disadvantages of wireless networks
● Network security methods and their advantages and disadvantages
● Network troubleshooting tools and techniques
● Understand and describe high level overview of cloud computing, everything as a service, and
cloud storage

Learning Activities
1. Textbook: optional to assign readings from that aid better understanding of concepts
Computer Networking
2. In-class activity: Instructor-led in class reading and discussions about how the internet works:
https://cs144.github.io/handouts/week-1-how-the-internet-works.pdf
3. In-class activity: Instructor-led in class video and discussions about what is IOT (Internet of
things) and how networking enables IOT: https://www.youtube.com/watch?v=xQGsubJNbQw
(download video to show offline if no lab or internet in class)
4. In-class activity: Instructor-led video and discussions about Computer Networks, their history
all the way to today: https://www.youtube.com/watch?v=3QhU9jd03a0 (download video to show
offline if no lab or internet in class)
5. Video: Internet 101 explainer videos from Khan Academy:
https://www.youtube.com/playlist?list=PLSQl0a2vh4HD8wtmKZh0nKOsOvP1KYaNO
(download video to show offline if no lab or internet in class)

Domain B: Computational Thinking & Algorithms

[SLO CS-09-B-01] & [SLO CS-09-B-02]

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 Standard 1:Students will identify and decompose simple and complex problems, create & evaluate
appropriate solutions using computational approaches, and understand and apply common algorithms used
in solving computational problems.

Student Learning Outcomes

[SLO CS-09-B-01] Understand and apply techniques to decompose problems
[SLO CS-09-B-02] Solve simple and complex problems computationally

Knowledge: Skills:
Students will understand Students will be able to
1) The importance of computational thinking and 1) Explain the role of computational thinking in
problem-solving in computer science. computer science.
2) Principles of computational thinking: 2) Read and interpret simple computational
a) Logical thinking problems
b) Algorithmic thinking 3) Apply computational thinking principles to define
3) How to identify steps in identifying a and refine problems
computing problem 4) Identify the procedure appropriate to solving a
4) How to identify the inputs, processes, and problem.
outputs of a problem 5) Evaluate whether the order in which activities are
5) Different methods to design and construct a undertaken will result in the required outcome.
solution to a simple problem, such as flow 6) Identify the inputs and outputs required in a
charts, and/or concept maps. solution.
6) Steps to produce simple diagrams to show:
a) The structure of a problem
b) Subsections and their links to other
subsections

Assessments
Formative Assessments
Quiz questions on the following topics:
● Defining & describing problem-solving methods
● Solving computational problems using flow charts or concept maps

Summative Assessments
Exam question on the following topics:
● Explaining the role of computational thinking in computer science.
● Reading and interpreting simple computational problems
● Applying computational thinking principles to define and refine problems
● Identifying the procedure appropriate to solving a problem.
● Evaluate whether the order in which activities are undertaken will result in the required outcome.
● Identify the inputs and outputs required in a solution.

Sample questions can include:

● Write logical solution steps & create a concept map and flow chart solving a word search puzzle,
calculator program, or tic tac toe game

Learning Activities:

1. Describe computational thinking with examples and linking it with logical thinking.
2. Let students play simple games on paper, for example, tic tac toe, connecting dots game or
traditional such as connecting dots within a group. https://kidpillar.com/games-kids-think-critically-
critical-thinking/

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 Standard 1:Students will identify and decompose simple and complex problems, create & evaluate
appropriate solutions using computational approaches, and understand and apply common algorithms used
in solving computational problems.

3.
4. Write Word search problem https://www.thesprucecrafts.com/free-word-searches-for-kids-1357174
5. Apply simple steps to solve problems such as tic tac toe.
6. Write the logical steps to find the treasure, and create concept map to find the solution
https://www.javatpoint.com/the-wumpus-world-in-artificial-intelligence
7. Draw flowchart for calculator program using software like LARP
8. Activity: Spotting patterns helps programmers write better programs.
https://abitofcs4fn.org/puzzles/pattern-matching-puzzles/caterpillar-puzzles-1/
1) Activity 2: Subjective questions with solving practical examples (ref Fig. 11. BCTt v.2 item example
(item number 3) from https://www.semanticscholar.org/paper/Computational-Thinking-Test-for-
Beginners%3A-Design-Zapata-C%C3%A1ceres-Mart%C3%ADn-
Barroso/edf77fbe51d12bc76dcd5d4e7612bb047e676858
2) Make a cleaning robot: http://aimaterials.blogspot.com/p/blog-page_17.html
3) Ask students to make an algorithm for playing Tic Tac Toe
4) Critical thinking essay: https://www.studypool.com/discuss/26722703/critical-thinking-essasy
5) Importance of critical thinking & how to boost it: https://study.gov.pl/news/how-boost-your-critical-
thinking
6) Computational thinking definition: https://digitalpromise.org/initiative/computational-
thinking/computational-thinking-for-next-generation-science/what-is-computational-thinking/
7) Problem definition and Steps to solve an algorithm: https://ramahanishagunda.medium.com/a-
search-algorithm-8233683c5d60
8) Draw a block diagram to solve calculator problem (simple example given below)

Domain C: Programming Fundamentals

[SLO CS-09-C-01]

Standard: Students will develop, test, and debug static website (using HTML and CSS) and a dynamic
website (using JavaScript)

Student Learning Outcome(s):

[SLO CS-09-C-01] Students will understand web development and differentiate between a website and

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 a web application

Knowledge: Skills:
Students will Students will be able to…
● Grasp the basic concepts and principles of ● Distinguish between front end and back
web development, including the end developement
technologies, languages, and frameworks ● Determine which technology is
commonly used in building websites and appropriate for making static and dynamic
web applications. web pages and web applications
● Identify and describe the features and
● Understand the distinctive features of web characteristics of a website. This may
applications. They should learn that web include static content, informational
applications are dynamic in nature, offering pages, navigation menus, multimedia
interactive functionalities, data processing, elements, and contact forms.
user authentication, and real-time updates. ● Distinguish between websites and web
applications based on specific criteria.
● Comprehend that websites primarily
provide information and content to users,
while web applications offer more complex
functionality, such as user input, data
manipulation, and task execution.

Assessments

Formative Assessments
Quiz / in-class assignments on the following topics:
● Differences between a website and a web application
● Role of different technologies like HTML, Javascript, web browser in web development
● Different between a static and dynamic website

Summative Assessments
A case study where students determine the best solution in terms of static/dynamic/interactive website
and associated technologies for real-world problems

Learning Activities

● Website vs. Web Application Examples: Divide students into small groups and provide them
with a list of websites and web applications. Ask each group to analyze the features and
functionalities of each example and categorize them as either a website or a web application.
Afterward, have groups present their findings and discuss their reasoning behind the
categorizations.

● Website vs. Web Application Showcase: Assign each student or group with the task of
researching and finding a real-life example of a website and a web application. In class, have
students showcase their findings, explaining the key characteristics and functionalities that
differentiate them. Encourage discussions on the distinguishing factors and potential use cases
for each example.

● Design and Development Comparison: Provide students with a design mockup or wireframe of
a website and a web application. In small groups, ask them to identify the elements and
features that are unique to each type. Have them discuss and present their observations,
emphasizing the user interactions, data processing, and dynamic functionality present in the
web application design.

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 ● Case Study Analysis: Provide students with a case study that involves a real-world website and
web application. Ask them to examine the purpose, functionalities, and user experience of
each. Have them compare and contrast the design choices, features, and development
approaches used in the website and web application. Encourage critical thinking and
discussions on the advantages and disadvantages of each approach.

● Potential textbook resources:

○ Learn to Program with Python 3, A Step-by-Step Guide to Programming, By Irv Kalb ·
2018
○ Python Coding (Intermediate Level) For Kids
Learn To Code Quickly With This Beginner's Guide To Computer Programming.
Coding Projects in Python with Awesome Coding Activities, Games And More...
By Tommy Harry Johnson · 2020
○ Python by Example
Learning to Program in 150 Challenges
By Nichola Lacey · 2019

[SLO CS-09-C-02]

Standard: Students will develop, test, and debug static website (using HTML and CSS) and a dynamic
website (using JavaScript)

Student Learning Outcome(s):

[SLO CS-09-C-02] Students should be able to create a static website using HTML/CSS in an
appropriate environment

Knowledge: Skills:
Students will know… Students will be able to…
● What is HTML ● Differentiate between a static and
● What is CSS dynamic website
● What is JavaScript ● Create a static website using HTML &
CSS in an IDE like Visual Studio,
Students will understand… Netbeans etc.
● Characteristics, examples, similarities &
differences between of static and dynamic
website
● The purpose of HTML i.e. to display text
and image content over the Internet
● The capability of HTML documents to
hyperlink to other documents/pages
● The structure of an HTML document
including the underlying DOM tree
(Document Object Model)
● How JavaScript is used to modify a
website

Assessments

Formative Assessments
Practical / in-class exercises on the following topics:

9
 ● Share code snippets in class with bugs and ask students to point out the bug and how to fix it.
Give students an assignment to make a webpage look a certain way (just share visual) and
have them use CSS and HTML to create.
● What is the difference between static and dynamic websites? Illustrate with an example
● What does HTML mean and what is it used for?
● What is CSS and what is it used for?
● What is a web browser? Explain what happens when you type a website address in a browser?
● What are the main benefits of using Javascript?
● Inside which HTML element do we put the JavaScript?
● What is the correct syntax for referring to an external script called "xxx.js"?
● What will be the output of this code snippet? console.log(String.raw`HelloTwitter\nworld`);

Summative Assessments
Exam / quiz on following topics:
● What is the correct CSS syntax for making all the <span> elements bold?
● How do you add a comment in a CSS file?
● The # symbol specifies that the selector is?
● How can you open the link in a new window with HTML?
● Which of the tags below must be located in the <head> section of your page?
<title>
<form>
<link>
<meta>
● Which tag is used to create an ordered list?

Learning Activities

1. Stages of website development: https://www.newperspectivestudio.co.za/website-design-

process-steps/
https://medium.com/@rachelheo/p4-case-study-9bc802f51a98
2. Create breakout groups and assign a problem to solve using HTML, CSS and Javascript.
3. Student groups present their solutions back to class
4. Demo of various debugging and testing tools for websites and share their pros and cons (some
examples:https://developers.google.com/search/help/debug)
5. Begins with showing the following two websites
i. https://funtech.co.uk/latest/why-kids-should-learn-computer-science
ii. Search some keyword on www.google.com
Ask students what they can observe and then explain that (i) no change in data whenever you
refresh/call the page, while, (ii) search results can vary with different keywords.
6. Assign students a website project to showcase their resume and portfolio of projects (coding
projects or art etc) and have them build it using html, css, javascript. This can be a group or
individual activity
7. In class assignment to use forms to build a survey website
8. How HTML is used to display content such as dividing content into divisions, different heading
styles. [https://www.w3schools.com/html/]
9. The capability of HTML documents to hyperlink to other documents
https://www.w3.org/TR/html401/struct/links.html
10. The structure of an HTML document including the underlying DOM tree (Document Object
Model)
https://www.w3.org/TR/WD-DOM/introduction.html
11. Adding pictures
https://www.w3schools.com/html/html_images.asp
12. How CSS is used to style displayed content using fonts, alignment and colors
https://www.w3schools.com/css/

10
 13. Start with defining website and share the story of first website
https://www.home.cern/science/computing/birth-web
14. What Can Kids Do With HTML? https://www.codewizardshq.com/html-for-kids/]
15. code in javascript within html https://www.w3schools.com/html/html_scripts.asp
16. The structure of an HTML document including the underlying DOM tree (Document Object
Model) https://www.w3.org/TR/WD-DOM/introduction.html
17. Explain the difference between static website and dynamic website
https://blog.hubspot.com/website/static-vs-dynamic-website

[SLO CS-09-C-03]

Standard: Students will develop, test, and debug static website (using HTML and CSS) and a dynamic
website (using JavaScript)

Student Learning Outcome(s):

[SLO CS-09-C-03] Students should be able to create dynamic websites using JavaScript as the
frontend scripting

Knowledge: Skills:
Students will understand… Students will be able to…
● Variables, Data Types and Arrays in ● Use JavaScript to modify an HTML
JavaScript website to create a dynamic website
● Variable assignment in JavaScript
● What aspects of HTML can be changed
with JavaScript
● What aspects of CSS can be changed with
JavaScript

Assessments

Formative Assessments
Quiz / in class assignments / practicals on the following topics:
● Variables, data types and arrays in JavaScript
● HTML aspects that can be changed with JavaScript
● CSS aspects that can be changed with JavaScript

Sample projects can include:

● Create a magic 8 ball game in JavaScript
● Create a todo list using an appropriate programming language
● Create a drum kit using JavaScript

Summative Assessments
Project submission / practical / Exam questions related to:
●
● Using JavaScript to modify the HTML to create a dynamic website

Sample questions can include;

● What is dynamic typing?

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 ● What are some basic data types in Javascript? Given an example usage of each
● Write statement to create an array of 3 elements of different data types
● Build a clock using Javascript and HTML

Learning Activities

1. Students can watch a video on how to make a website dynamic using JavaScript:
https://www.youtube.com/watch?v=MkV_x-x79UI
2. In-class project build a dynamic website using JavaScript:
a. Sample 1: https://medium.com/@pearlmcphee/build-a-dynamic-app-using-javascript-
html-and-css-f0dfc136007a
b. Sample 2: https://www.htmlgoodies.com/javascript/creating-dynamic-websites-using-
javascript/
3. Additional reading on concepts:
a. https://www.udacity.com/blog/2021/06/javascript-hub.html
b. Variables, Data Types and Arrays in JavaScript and printing values in console,
https://www.edureka.co/blog/data-types-in-javascript/
c. Variable assignment in JavaScript https://www.w3schools.com/js/js_variables.asp
d. What aspects of HTML can be changed with JavaScript:
https://www.w3schools.com/js/js_htmldom_html.asp
e. What aspects of CSS can be changed with JavaScript:
https://www.w3schools.com/js/js_htmldom_css.asp

[SLO CS-09-C-04]

Standard: Students will develop, test, and debug static website (using HTML and CSS) and a dynamic
website (using JavaScript)

Student Learning Outcome(s):

[SLO CS-09-C-04] Students should be able to implement common algorithms that use sequence,
selection, and repetition in JavaScript

Knowledge: Skills:
Students will understand… Students will be able to…
● An algorithm is a set of instructions ● Construct an array and populate its
● How the sequence of instructions affects values using a loop in JavaScript
the result
● Sequence, Selection and Repetition in
JavaScript
● Arrays in JavaScript

Assessments

Formative Assessments
In-class assignments on computing problems that should be solved using JavaScript

Summative Assessments
Practical / lab exercise programming small algorithms in JavaScript
Practical / lab project creating a programming project in JavaScript

Learning Activities
1. Fun mini-applications that are great for beginners and use all the programming fundamentals:
● https://hackr.io/blog/javascript-projects
● https://skillcrush.com/blog/projects-you-can-do-with-javascript/

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 2. Start with using JavaScript in IDE (VS Code or Visual Studio or online interpreter) without
HTML https://linuxhint.com/javascript-visual-studio-code/
3. Sequence, Selection and Repetition in JavaScript
http://students.cs.ucl.ac.uk/schoolslab/projects/HT6/cooking/HT6/JavaScript_Seq_Sel_Itr.htmlL
ink algorithm thinking in here from previous SLOs
4. Arrays in JavaScript https://www.w3schools.com/js/js_arrays.asp
5. Loops in javascript https://www.w3schools.com/js/js_loop_for.asp

[SLO CS-09-C-05]

Standard: Students will develop, test, and debug static website (using HTML and CSS) and a dynamic
website (using JavaScript)

Student Learning Outcome(s):

[SLO CS-09-C-05] Students will determine ways of debugging their code in JavaScript

Knowledge: Skills:
Students will understand… Students will be able to…
● Code written outside of a function is hard ● Write code to invoke functions and check
to test their return values for correctness
● Code written inside a function can be ● Set a breakpoint to debug mistakes in
tested their code
● That they can write code that calls
functions to ensure the results are correct
● Using a debugger allows programmers to
set a breakpoint to stop execution of their
code to see the state of variables mid-
execution for the purpose of discovering
errors in their code

Assessments

Formative Assessments
Practical / lab exercises on identifying & resolving errors in computing problems using test functions
and breakpoints.

Summative Assessments
Quiz/exam / practical on computing problems with errors and students to identify errors using test
functions and breakpoints.

Learning Activities
● Basic workflow debugging for JavaScript programming (instructors can follow video and steps
on this page: https://developer.chrome.com/docs/devtools/javascript/ ) to use breakpoints

Domain D: Data and Analysis

[SLO CS-09-D-01]

Standard 1: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret data
Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.

13
 Student Learning Outcomes: [SLO CS-09-D-01] Students will explain the scope of the data science
field as an interdisciplinary field (computer sciences, mathematics & statistics, and business knowledge
& understanding).

Knowledge: Skills:
1. Students will understand the key concepts Students will be able to:
and principles of data science ● Identify the difference between data
2. Students will know definitions of key terms: science, data analytics, computer
data science, data analytics, computer science, mathematics, statistics, and
science, mathematics, statistics, and business knowledge & understanding
business knowledge & understanding ● Students will develop analytical thinking
skills by reading case studies on data
science applications
● Read a case study or a newspaper article
or online paper to identify a problem that
can be solved using data science

Assessments

Formative Assessments
In class (group exercise)- Students
Homework- Students

Quiz assessment/ project on:

● Identifying key concepts and principles of data science
● Identifying a business problem (e.g. from a newspaper article) that can benefit from data
science.

Sample questions can include:

● Describe two business problems that could benefit from data science
● Describe similarities and differences within business problems that can be solved using
computer science, mathematics, and data science.

Summative Assessments
Sample questions can include:
● Define and differentiate between data science, data analytics, computer science, mathematics,
statistics, and business knowledge understanding
● Read a case study (1) identify the business problem (2) comment on how data science can
solve the business problem

Learning Activities
● What is Data Science?
a. Students construct the definition of Data Science and share it with the class
b. Show a video [or share an article(s)] that goes over the concept of data science and
exposes students to different definitions of data science.
● What is a business problem?
a. Students draw a visual of how data science can solve a business problem
b. Show a video [or share an article(s)] that define common business problems in data
science

● Read an article about the different types of problem data science solves:
https://hackernoon.com/9-unusual-problems-that-can-be-solved-using-data-science-
e7dbb89aa0c4
a. Summarize these problems
b. Which ones replace human tasks?

14
 ● Read a newspaper article or online paper to identify a problem that can be solved using data
science.
a. Read the article: The Internet of Things Is Coming for Us - The New York Times
(nytimes.com)
● Student to research, create project presentations, or discuss topics in class, e.g.
a. What is the Internet of Things
b. What kind of data do Siri and Alexa collect? How is this data used?
c. What problems/tasks are these technologies automating?
d. What kind of everyday tasks are these technologies replacing?
● Potential curriculum resource textbook:
https://curriculum.idsucla.org/IDS_Curriculum_v_5.0/1_IDS_Curriculum_v_5.0/IDS_Intro%2BU
nit1_v%206.0_FINAL.pdf

[SLO CS-09-D-02]

Standard: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret data
Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.

Student Learning Outcomes: [SLO CS-09-D-02] Students will define and explain data types, data
collection, and data storage.

Knowledge: Skills:
Students will understand: Students will be able to:
1. Data is observations or measurements
represented as numbers, text, or ● Distinguish between data and dataset
multimedia (image, sound, video, etc.) and ● Collect data from different sources
the dataset is a collection of this data that ● Identify missing data in a dataset
is related in some context. ● Construct summary statements about the
2. Different sources of data like sensors data, how it is collected, how it is used,
3. The concept of data set and how to work with it
○ Table (relation) ● Explain why the relationship between the
○ Rows (record, tuple, object) variables might exist, or if there is no
○ Column (object attributes, relationship, why that might be so.
properties) ● (Advanced) Construct and interpret a
4. Types Object attributes or properties: frequency table
● Categorical or Qualitative Attribute ● (Advanced) Understand the connection of
○ Nominal databases to machine learning.
○ Binary ● (Advanced) Understand the differences
○ Ordinal between structured and unstructured
data, quantitative and qualitative data)
● Numeric or Quantitative
○ Interval-scaled,
○ Ratio-scaled,
○ Discrete
○ Continuous
5. Data collection, analysis, and visualization.
6. Students will know how to use summary
statistics to formulate sentences and
describe the data, data collection
methodology, how the data will be used

Students will be able to:

15
 1. Explain how data, information, and
knowledge are represented for
computational use.
2. Collect, upload, and share personal data
collected in class (e.g., Stick Figure
exercise in Learning Activity # 2)
3. Learn about different representations of
distributions using software.
4. Utilize software to begin to analyze plots of
data collected
5. Interpret different types of data: Numerical
and graphical summaries.
6. Understand that rows and columns are a
form of data structure.
7. Explain why the relationship between the
variables might exist, or, if there is no
relationship, why that might be so
8. Construct and interpret a frequency table.
9. (Advanced) Load data into RStudio.

Assessments

Formative Assessments
Quiz questions/research assignments / in-class discussions on topics such as:
● Identifying data types in a given data table.
● Creating a template and assigning it data values such as a stick figure being assigned
properties such as name, age, height, grades, etc.

Sample questions can include:

● What is data? Data are information or observations, that have been gathered and recorded.
● Where does data come from? Data can come from a variety of places. Some examples might
include: cell phones, computers, school records, surveys, etc.
● Give an example of data. Answers will vary. One example might be information about a person
– including their age, height, weight, eye color, etc.
● Give an example of something that is not data (e.g., something that was never written down).
Answers will vary. One example might be just watching an event happen. If it wasn’t recorded
in some way, it cannot be counted as data.

Summative Assessments
Practical / Lab Exercises on lload data from a .csv or .xls or to RStudio or Python
Exam question on:
● Constructing summary statements about data, how it is collected, how it is used, and how to
work with it
● Defining a database, its rationale, and its purpose for managing data.
● Explain why the relationship between the variables might exist, or if there is no relationship,
why that might be so.

Learning Activities
1. Data is everywhere. Identify a video/ article to introduce students to the idea that data is
ubiquitous. The advent of computers has transformed the way data are collected, used, and
analyzed. See how Amazon uses your data: How Amazon Uses Big Data | Future of Tech
(https://youtu.be/O0DnYqkRWWQ)
2. Experience data handling using ubiquitous data and organize data using rectangular or
spreadsheet format as data storage structures. Everyday activities can be observed and
recorded as data. Become aware of the difference between plots used for categorical and

16
 numerical variables. Interpret and understand graphs of distributions for numerical and
categorical variables. See an example of an activity that teaches students how to collect data:
Lesson 6: What Do I Eat? - Introduction to Data Science Curriculum (idsucla.org)
3. Data & Variables: Data can be broken up into two parts.
a. Observations - Observations are the who or what we are collecting data from/ about.
b. Variables − Variables are the measurements or characteristics about our observations.
c. If need be, re-type the command you used to view your data. Then answer the
following:
i. Based on the data, describe a few characteristics about the first observation.
What does the first column tell us about our observations?
ii. In order to describe the first observation, notice that you had to look at the first
row of the spreadsheet. Each row, in this case, describes a person.
iii. The columns of the spreadsheet represent variables.
4. Students collect data such as a. Name b. Height c. Grades d. Shoe or Shoe Type e. Sport f.
Friends or Number of Friends. (See Stick Figure Exercise Lesson 2: Stick Figures - Introduction
to Data Science Curriculum (idsucla.org))
a. Discuss and define the different data types, categorical, numerical of the data
collected.
b. Identify ways to organize the data (e.g. create a data table that consists of rows and
columns.) This type of organization as rectangular format, or spreadsheet format.
5. Watch a video/read an article about Structured vs Unstructured data. Structured vs.
Unstructured Data: What’s the Difference? | Coursera
(https://www.coursera.org/articles/structured-vs-unstructured-data)& What is Big Data | Big
Data Types | Types of Data | Structured Data | Unstructured Data |
https://youtu.be/dK4aGzeBPkk
a. What is big data (will be introduced again as a separate SLO)
b. Discuss the differences between the two data types
c. Identify examples of structured and unstructured data

[SLO CS-09-D-03]

Standard 1: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret data
Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.

Student Learning Outcomes [SLO CS-09-D-03] Students will be able to define and explain big data,
and applications of big data in real-world business

Knowledge: Skills:
Students will understand Students will be able to
● Identify the different types of big data
1. What insights big data can provide to ● Recognize if big data is used to solve a
businesses business problem
2. What tools and systems are used by big ● Read and critique published stories by
data scientists and engineers interpreting the visualizations and
3. How predictive modeling and graph experimental conclusions
analytics can be leveraged to model ● Formulate questions, identify existing or
problems. similar business cases, and evaluate how
4. (Advanced) Be able to ask the right the new business solutions that leverage
questions about data and do basic big data stack up against the old.
exploration of large, complex datasets.

Students will know…

17
 1. Applications of big data
2. What makes big data valuable?
3. Characteristics of big data
4. How data science gets value out of big
data
5. Introduction to concepts such as the
Internet of Things (IoT) and the role of the
cloud.

Assessments

Formative Assessments
Quiz assessment questions / inclass discussions on topics such as:
● Applications of big data
● What makes big data valuable?
● Characteristics of big data
Sample topics are:
● In-class discussion: Case Study of Machine-Generated Data vs. People-Generated Data
● In-class discussion: Saving Lives With Big Data and the role of big data in health
● Quiz#1: Give an example of how a company uses big data to provide a better user experience.

Summative Assessments
Exam questions on topics such as
● Identify the different types of big data
● Recognize if big data is used to solve a business problem
● Read and critique published stories by interpreting the visualizations and experimental
conclusions
● Formulate questions, identify existing or similar business cases, and evaluate how the new
business solutions that leverage big data stack up against the old.
Sample questions are:
● Define the characteristics of big data. Give an example of big data and how a business uses it
to make better decisions.

Learning Activities
1. Definitions of Big Data: What is Big Data | Big Data Types | Types of Data | Structured Data |
Unstructured Data |
https://youtu.be/dK4aGzeBPkk
2. Watch this video to introduce the concept of Big Data: Big Data in 5 mins:
https://youtu.be/bAyrObl7TYE
a. After introducing the video, the instructor can decide how to structure an interactive
discussion in class.
i. What are data types stored on a smartphone?
ii. Do you know anything about privacy? Do you read privacy statements before
sharing your data?
iii. Should customers permit businesses to use their data, even if it improves the
customer user experience?
3. Watch videos/read case studies about the San Diego Supercomputer Center
4. Watch the videos/articles & complete exercises & quizzes on Khan Academy on: Sources of
big data | AP CSP (article) | Khan Academy https://www.khanacademy.org/computing/ap-
computer-science-principles/data-analysis-101/big-data/a/sources-of-big-data and complete the
exercise and quizzes

18
Domain E: Applications of Computer Science
[SLO CS-09-E-01]

Standard: Students learn about different popular fields in Computer Science like AI, Cloud Computing,
IoT, and Blockchain.

Student Learning Outcome(s):

[SLO CS-09-E-01] Students will be able to describe uses and applications of computing like AI,
Machine Learning, and Cloud Computing

Knowledge: Skills:
Students will understand… Students will be able to…
● What is AI and Machine learning and the ● Identify applications that can be solved
kind of problems each is able to solve using these technologies and techniques
● Different areas of AI – Speech recognition, ● Identify different applications of AI
Computer Vision, Natural Language
Processing, and Expert Systems.
● Different applications of AI in domains like
healthcare, education, gaming, agriculture.
● What is cloud computing and the need for
it

Assessments

Formative Assessments
Quiz questions on topics such as:
● What are IoTs and applications that are enabled by IoTs.
● What are AI and Machine learning and the kind of problems each is able to solve
● What is cloud computing and the need for it
●

Summative Assessments
Project of Essay questions applications of various technologies like AI, Machine Learning, or Cloud
Computing

Learning Activities
1. What are IoTs: Students learn examples of applications that use IoTs like energy efficiency in
smart homes, healthcare through wearable devices, smart transportation with connected public
transport systems.

2. What is cloud computing: Students learn what is cloud computing and its benefits. Students
learn about popular platforms like AWS, Azure, GCP, etc.

3. What is AI and Machine Learning: Students will learn definitions of AI and machine learning
based on simple activities based on how humans learn. Students will learn about tasks that are
easy for humans but hard for computers like
a. Recognizing emotions in voice (fear, sarcasm, anger, etc.)
b. Finding objects in Images
4. And recognizing tasks that are easier for computers but hard for humans
a. Hard math problems
b. Finding a number in a large sequence

19
[SLO CS-09-E-02]

Standard:
Benchmark I: Students learn about different popular fields in Computer Science like AI, Cloud
Computing, IoT,.
Benchmark II: Students learn about the importance of data and the social implications of using data to
make decisions and provide services.

Student Learning Outcome(s):

[SLO CS-09-E-02] Students will be able to discuss the social implication of the usage of AI in decision-
making that affects humans

Knowledge: Skills:
Students will understand… Students will be able to…
● AI algorithms make decisions that work for ● Explain what are some ethical issues
most people but harm or disadvantage when computers make decisions for
others. humans
● Designers to AI algorithms should keep ● Identify decisions that might harm
their focus on benefiting people humanity
● Identify decisions that might be biased
Students will know… towards are certain group of individuals
● Ethical issues in some popular AI tools

Assessments

Formative Assessments
Quiz / Research projects on
- social implication of the usage of AI in decision-making that affects humans
- Ethical issues in some popular AI tools

Summative Assessments
Exam / MCQs - Ethical issues in some popular AI tools

Learning Activities
1. Students will use voice recognition software or tools like Siri and see if there are difference in
performance based on students’ accents
2. Students should discuss why Siri does not recognize Urdu (opinion article on the subject can
be found here: https://medium.com/swlh/siri-alexa-and-other-voice-assistants-struggle-with-
bilinguals-a9dc35fc0e2a)
3. Students should be shown videos of surveillance and discuss tradeoffs between privacy and
security. Examples of further material on the topic
a. https://www.forbes.com/sites/forbestechcouncil/2021/06/03/how-to-balance-trade-offs-
between-security-and-privacy-in-it/?sh=21a34d6c66a6
b. https://www.youtube.com/watch?v=_FndBq3WAwM
c. https://www.youtube.com/watch?v=vCxEULwvMcI

Domain F: Impacts of Computing

[SLO CS-09-F-01]

Standard 1: Ethics and laws related to computing and the use of computing devices, media, data, and
the internet.

20
 Student Learning Outcomes
[SLO CS-09-F-01] Understand and apply safe and responsible use of computers (responsible use of
hardware, appropriate use of software, and safe use of digital platforms like data searches, social
networking, etc.)

Knowledge: Skills:
Students will understand… Students will be able to…
● The selection and use different hardware,
software, and digital platforms for safe use ● Discuss how ethics are guidelines that
depending on the tasks to be executed dictate the responsible use of computing
● The need for laws to protect user privacy systems
and intellectual property ● Identify computer related laws
● Interpret software agreements, licenses
and application terms
Students will know…
● What is meant by the key concepts of data
ethics and intellectual property rights
● How to safely use data searches and
social networking sites
● Legal issues related to computing such as
software piracy laws

Assessments

Formative Assessments
Quiz assessment questions on:
● The selection and use different hardware, software, and digital platforms for safe use
depending on the tasks to be executed
● The need for laws to protect user privacy and intellectual property
● What is meant by the key concepts of data ethics and intellectual property rights
● How to safely use data searches and social networking sites
● Legal issues related to computing such as software piracy laws

Sample questions can include:

● Quiz 1 Identify computing laws in developing vs developed nations. Why do you think accounts
for their differences?
● Quiz 2 Why do we need to consider ethics in computing? Consider the impact of computing on
individual privacy, freedom of speech, intellectual property, work, distribution of wealth, and the
environment in your response.
● Student Self-Assessment/Reflection- Reflect on the computing devices, applications and
platforms you use every day. Have you ever considered the legal and ethical issues
surrounding computing before this unit?
● Case Study assignment: Students will be asked to select one online website or application and
investigate how it maintains or violates users' data privacy. Students will discuss issues of
ethics as part of the case study analysis.

Summative Assessments
Exam questions on topics such as:
● Ethics are guidelines for responsible use of computing systems
● Computer-related laws
● Interpreting software agreements, licenses and application terms

21
 Sample question could be:
● How has this unit impacted your views on the ethical and legal issues surrounding the use of
computing devices and applications?

Learning Activities

● Search for computer related laws in different countries and discuss how they vary.
● Students will define computer ethics and describe ethical and legal issues related to the use of
computers, public/private networks, freeware, and shareware.
● Students will define key terms and differentiate between intellectual property rights, software
piracy and information privacy
● Students will look at a software agreement from an application they use everyday and explain
how that will impact user privacy. They will point out what data is being collected and how it will
be used.
● Students will work in groups to debate laws that regulate the development of software. They will
consider data privacy and user protection in their discussions.
● Students will categorize different software as open source, shareware etc. with examples

[SLO CS-09-F-02]

Standard Application of personal privacy and network security to the use of computing

Student Learning Outcomes

[SLO CS-09-F-02] Analyze the beneficial and harmful effects of computing innovations such as social
networking, fake news, etc.

Knowledge: Skills:
Students will understand… Students will be able to…
● Every computing innovation will solve a ● Explain basics of reliable and unreliable
need but can cause harm to users as well sources of information
○ Benefits can be the need being ● Distinguish between fake news and
solved and the societal & user credible sources of information
benefits ● Identify malicious internet scams,
○ Harmful effects of computing phishing, pharming, fraudulent activity,
innovations on users, society, fake websites,
environment, etc. ● Evaluate designs of computing
● The tradeoffs between information privacy, technologies (e.g. social media,
system security and usability generative AI etc.) based on their user
● The importance of designing computing privacy policies and agreements
systems that will protect user privacy and
increase system security

Students will know…

● What is meant by key concepts and be
able to differentiate between them: scams,
software piracy, freeware, shareware,
opensource, malware, phishing, hacking
● The tensions between censorship of
internet and freedom of speech
● Common types of security problems such
as spam, spyware, pharming, cookies etc.

22
 Assessments

Formative Assessments
Quiz assessment questions / in class discussions on:
● Advantages and disadvantages of computing innovations in terms of health & usage
● Tradeoffs between information privacy, system security and usability
● User privacy and increase system security
● Defining & differentiating between scams, software piracy, freeware, shareware, opensource,
malware, phishing, hacking
● Tensions between censorship of internet and freedom of speech

Sample question could be:

● Student Self-Assessment/Reflection Create a diary of all the different kinds of interactions you
have this week that involve computers. For each interaction, state how they would be different
without the use of computers.
● Quiz 1 Assess and critique current popular sources of digital information. Which sources do you
think are credible and why? Which sources do you think can be considered as providing fake
news and why?
● Quiz 2 Explain how computing innovations have been beneficial to society with the use of 2
concrete examples. Can you think of any ways these innovations can also cause harm?
● Quiz 3 Summarize what we mean by intellectual property, internet security, plagiarism, and
data privacy and explain how technology has impacted each of these in the modern world.

Summative Assessments
Exam questions on topics such as:
● Reliable and unreliable sources of information
● Malicious internet scams, phishing, pharming, fraudulent activity, fake websites,
● User privacy policies and agreements

Sample question could be:

● Select one computing application and system you have used personally and provide
recommendations for improving data privacy and/or system security. Please include detailed
reasoning for your choices.

Learning Activities
● Working in cooperative groups students will discuss how to distinguish between fake news and
credible information. What strategies have you used to find credible sources of information.
● Consider how censorship works on the internet. Although it may seem the content on the
internet cannot be controlled there is still a lot of censorship that takes place by repressive
governments and intellectual property lawyers who can get content removed. Research some
incidents where governments or IP lawyers have been successful in removing content from the
internet.
● Divide your classroom into groups. Discuss the following: Anonymous posts on the internet.
How does technology allow good and bad speech to exist online?
● Examining the source of any information is extremely important in this digital age where all
kinds of information is posted on the internet. Select an article from the internet on a research
topic you are interested in and then answer the following questions:
○ Who is the author?
○ What is the purpose of this article?
○ Who is the intended audience?
○ Where was the information published?
○ Who owns this data source or medium?

23
 ○ When was it written?
○ When was the article updated?
○ Did the author cite their sources?

[SLO CS-09-F-03]

Standard The environmental, cultural and human impact of computing and assistive technologies for
the modern world

Student Learning Outcomes

[SLO CS-09-F-03] Evaluate the ways computing impacts personal, ethical, social, economic, and
cultural practices
Knowledge: Skills:
Students will understand… Students will be able to…
● Environmental impacts of computing ● Strategize on how to minimize the
● Computing has changed the way we live environmental impacts of computing
and conduct business ● Search and identify patents, trademarks
● and copyright information for computing
● Impact of computing on globalization and applications
e-commerce ● Determine if technology design may be
infringing on intellectual property
Students will know… ● Evaluate designs of computing
● The key terms:patents, trademarks, technologies in terms of personal,
copyrights environmental, ethical, legal, social,
economic, and cultural impacts

Assessments

Formative Assessments
Quiz assessment questions / inclass discussions on:
● Impact of computing on daily life
● Intellectual property and individual rights
● Impact of computing on globalization and e-commerce

Sample question could be:

● Quiz 1 Technological innovations have allowed greater freedom of speech in many ways as
anyone with access to the internet can post information. However, this freedom can also allow
for bad speech to exist. Discuss the ethical, personal and social impact of the internet by
examining a situation where someone has posted information about you that you did not want
shared publicly.
● Student Self-Assessment/Reflection How do you think technology has changed the way you
interact with your friends and family?

Summative Assessments
Exam questions on topics such as:
● Environmental impacts of computing
● Patents, trademarks and copyright information for computing applications
● Technology design and intellectual property

Sample question could be:

● Examine the many ways in which computing innovations have had an impact on society,
including privacy, freedom of speech, intellectual property, work, distribution of wealth, and the

24
 environment as well as for the many different fields in which they are used. Provide at least 3
examples.

Learning Activities
● Find two examples each of: copyrights, trademarks and patents.
● Computing has changed the way we do everything in the modern world including the world
economy. The main impacts have included e-commerce, new marketing tactics, facilitation of
globalization, and creation of new jobs. Select one of these areas and provide an example of
how that technology has changed the way we interact with the world.
● Job insecurity is a big human impact of computing innovations. List some jobs that have
become obsolete because of computing.
● Investigate and describe governmental initiatives promoting environmental awareness and
sustainability such as, recycling centers, refurbishing computers, printer cartridge recycling
programs etc. If none exists, create a list of suggestions to reduce environmental impact.
● List strategies to reduce impact of computer technologies on the environment including
strategies like turn computers and monitors off at end of day.
● Students will be asked to find examples from their lives where violation of data ethics has been
harmful to others. They will speak to family and friends about their experiences of sharing data
and identify how harm can occur if data privacy is violated.

25
Grade 10
Domain A: Computing Systems
[SLO CS-10-A-01]
Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

Student Learning Outcome(s):

[SLO CS-10-A-01] Students will be able to understand and describe number systems and encoding
schemes for data representation in computer systems

Knowledge: Skills:
Students will understand… Students will be able to
● What is Machine level representation of ● Understand and explain data
data representation, instruction sets and
● What are the different numbering systems addressing modes.
(decimal, binary, hexadecimal, octal) ● Demonstrate how data is encoded using
● How text is represented digitally using ASCII and Unicode
common text encoding (ASCII, Unicode) ● (Advanced) Perform manipulations,
conversions, and arithmetic at the
Students will know machine level using two's-complement
● Key terms: ASCII, Unicode, binary, signed integers, floating point numbers,
and unsigned numbers, bit, byte, negatives characters, pointers, and arrays.
in binary, 1’s complement, 2’s
complement, binary arithmetic, overflow
and underflow.

● How computers use binary arithmetic.

Assessments

Formative Assessments

Quiz / In-class exercises on the topics:

How is data represented at the machine level?
What is the binary equivalent of the decimal number 10?
What is a bit in computer terminology?
In a number system, each position of a digit represents a specific power of the base, true or false?
What could be the maximum value of a single digit in an octal number system?
Convert between integer bases and encode floating-point numbers in binary
Represent any given integer number in different bases (such as base 2, 8, 10, and 16).

Summative Assessments
End of module assessment or end of term exam

Learning Activities
1. In-class activity: Instructor-led video viewing and discussion about why computers use 1s and
0s and a short explanation of binary and ASCII:
https://www.youtube.com/watch?v=Xpk67YzOn5w&t=97s
2. In-class activity: Instructor-led video viewing and discussion about why computers use binary
vs. base 3 or other base systems: https://youtu.be/fXwSFhUVFmE

26
 3. In-class activity: Instructor-led exercises in which students convert between integer bases and
encode floating-point numbers in binary
4. Out-of-class assignment: Assigned readings on such topics as integer types represented in
two's complement
5. Video: How to represent numbers and letters with binary:
https://www.youtube.com/watch?v=1GSjbWt0c9M
6. Video: Converting between different number systems: https://www.youtube.com/watch?v=Fpm-
E5v6ddc

[SLO CS-10-A-02]

Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

Student Learning Outcome(s):

[SLO CS-10-A-02] Students will be able to explain how system software controls the flow of information
between hardware components used for input, output, storage, and processing

Knowledge: Skills:
Students will understand that Students will be able to explain
● What is an operating system ● How programming languages, operating
● What main tasks an operating system systems, and architectures interact and
performs how to use each effectively.
● How application programs run on top of ● The services provided by and the design
operating systems of an operating system.
● What are the different types of operating ● The structure and organization of the file
systems system.
● What a process is and how processes are
Students will know synchronized and scheduled.
● Key terms: System calls, Processes, ● Different approaches to memory
threads, synchronization, interrupts, management.
system calls scheduling, deadlock, File
system interface, Memory system and
virtual memory.
● The primary resources managed by an
operating system
● What a process is and the sequence of
events executed for a process to complete

Assessments

Formative Assessments

Quiz / In-class exercises on the topics:

● Types, purpose, application of operating systems

Sample question could be:

● What is the primary purpose of an operating system?
● What are the four main computer system resources managed by an operating system?
● What is a process? What is the difference between a job and process?
● What is a thread?

27
 ● What is a process scheduler and what are the characteristics of a good process scheduler?
● What are the differences between paging and segmentation?
● What are two hardware features that are used to support an operating system and how do they
work?
● What is the sequence of events that a process goes through as it executes?

Summative Assessments
Exam questions on topics such as:
● Interaction of programming language, operating systems, and computer architecture
● Types, purpose, application of operating systems
● Structure and organization of the file system
● Computer processes
● Memory management:

Learning Activities
In-class activity: Instructor-led video viewing and discussion about what an operating system is and
how it came about: https://www.youtube.com/watch?v=26QPDBe-NB8
Video: Instructor can play a video on operating systems and students can share out key learnings on
operating systems and it’s various components. Example videos in playlist:
https://www.youtube.com/watch?v=vBURTt97EkA&list=PLBlnK6fEyqRiVhbXDGLXDk_OQAeuVcp2O

[SLO CS-10-A-03]
Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

Student Learning Outcome(s):

[SLO CS-10-A-03] Students will identify and learn common software tools such as translators,
integrated development environments, online and offline computing platforms, code repositories, etc.

Knowledge: Skills:
Students will understand that Students will be able to
● The types of software and how they are ● Understand uses of different software and
different tools
● Where software is hosted and pros and ● Apply common software tools such as
cons of on-premise vs. in cloud translators, integrated development
● How programming software helps environments, online and offline
programmers write code that can then get computing platforms, code repositories
compiled. etc.
● Explain the difference between system ● Know the difference between cloud and
software, programming software, on prem hosting
application software and driver software.
● Identify common examples of the different
types of applications
● Describe uses of common productivity
application software
● Describe uses of programming software
such as language editors, debuggers,
compilers, IDEs, source code repositories
and build systems (e.g. Eclipse for Java,
Coda for Mac, Visual Studio for multiple

28
 languages, GitHub for source code)

Students will know

● Definitions of key software tools such as
translators, integrated development
environments, online and offline computing
platforms, code repositories etc
● Difference between on premise and hosted
application software
● What applications can be used without
internet(offline) and which require internet
to work (online)
● Uses of programming software such as
language editors, debuggers, compilers,
IDEs, source code repositories and build
systems (e.g. Eclipse for Java, Coda for
Mac, Visual Studio for multiple languages,
github for source code)

Assessments
Formative Assessments
Quiz / In-class exercises on the topics:
● Types of software and their differences
● Pros and cons of software hosting on-premise vs. in cloud
● How programming software helps them write code that can then get compiled.

Sample question could be:

● A user calls to tell you that every time they browse the internet a window pops up on the screen
even though he has not clicked anything. What is the issue here and how should you fix the
problem?
● What software is designed to let the operating system talk to hardware?
● What is an application patch?
● Word processing, spreadsheets and presentation software are examples of what types of
software?
● What kind of software does not require users to pay for it?
● When thinking of software compatibility, which two factors matter the most?
● What is the difference between on-premise hosted vs. cloud hosted?
● What is a debugger? Give an example
● What is a compiler? Give an example

Summative Assessments
Exam questions
● Differences between system software, programming software, application software and driver
software.
● Common examples of the different types of applications, including productivity and
programming software

Learning Activities
1. In-class activity: Instructor-led video viewing and discussion about how software works:
https://youtu.be/xnyFYiK2rSY (Download and share video if no internet or lab)
2. In-class activity: Instructor to demonstrate how to install software and demo common
programming software for students to try hands-on. Build a simple one-line hello world type
program in a programming language like Python and ask students to follow along

29
 3. In-class activity: Instructor-led video viewing and discussion about top 5 programming tools
for new coders: https://www.youtube.com/watch?v=WWy7ZWQiG8s (Download and share
video if no internet or lab)

Domain B: Computational Thinking & Algorithms

[SLO CS-10-B-01]

Standard 1:Students will identify and decompose simple and complex problems, create & evaluate
appropriate solutions using computational approaches, and understand and apply common algorithms
used in solving computational problems.

Student Learning Outcomes [SLO CS-10-B-01] Students will identify common algorithms used to
develop software, store, search, or sort information

Knowledge: Skills:
Students will understand Students will be able to
1) How to solve the counting problems 1) Apply logical reasoning to refine and solve
a) Basics of a counting problem problems
b) Basic counting principles 2) Apply algorithmic thinking to refine and solve
i) Multiplication problems
ii) Addition 3) Identify when & where to use key search &
iii) Permutation sort algorithms
iv) Combination 4) Discuss an algorithm to solve a specific
v) The pigeonhole principle problem.
vi) Inclusion and exclusion
principle.
2)
3) Properties of Algorithm
i) Input
ii) Output
iii) Definiteness
iv) Finiteness
v) Effectiveness
v) Generality
4) Logical reasoning and will be able to solve
a) Boolean logic
b) Verbal logical reasoning
c) Nonverbal logical reasoning
5) Understand data search and sort, and briefly
describe standard algorithms on linear arrays
such as linear search, binary search, insertion
sort, bubble sort etc.

Assessments

Formative & Summative Assessments

Assessment questions on:
● Boolean logic, verbal logical reasoning, nonverbal logical reasoning
● Algorithmic thinking and will be able to solve problems by abstraction, decomposition, pattern
recognition, and algorithms
Subjective questions / / in-class discussions on
● Applying logical reasoning to refine and solve problems
● Applying algorithmic thinking to refine and solve problems

30
 Learning Activities
1. Homework: Watch video and summaries one of the algorithms mentioned here in your own
words: https://www.youtube.com/watch?v=d7iGniWrRng
2. Course activities in https://www.khanacademy.org/computing/computer-science/algorithms
a. Guessing game: https://www.khanacademy.org/computing/computer-
science/algorithms/intro-to-algorithms/a/a-guessing-game
b. Route finding: https://www.khanacademy.org/computing/computer-
science/algorithms/intro-to-algorithms/a/route-finding
c. Algorithms in your life: https://www.khanacademy.org/computing/computer-
science/algorithms/intro-to-algorithms/a/discuss-algorithms-in-your-life
3. Consider a grading system where numbers are turned into letters. Activity details are here:
http://ndrdmath.weebly.com/lesson-21.html
4. Verbal reasoning questions: https://irp-
cdn.multiscreensite.com/16712cd9/files/uploaded/CGP%20NVR%20GL%20ALL.pdf
5. Write an algorithm to solve a word search problem and Sudoku game:
https://medium.com/@george.seif94/solving-sudoku-using-a-simple-search-algorithm-
3ac44857fee8
6. Common algorithms: https://u.osu.edu/cstutorials/2016/11/21/7-algorithms-and-data-structures-
every-programmer-must-know/
7. Add boolean expressions to conditional statements (e.g. exercise 5.1:
https://www.sccollege.edu/Departments/upwardboundms/SiteAssets/Pages/Computer-Science-
/chapter5and6.pdf)
8. Searching & Sorting Algorithms Practice: https://www.101computing.net/searching-sorting-
algorithms-practice/

[SLO CS-10-B-02]

Standard 1:Students will identify and decompose simple and complex problems, create & evaluate
appropriate solutions using computational approaches, and understand and apply common algorithms
used in solving computational problems

Student Learning Outcomes [SLO CS-10-B-02] Develop and apply abstractions to create
generalized, modular solutions

Knowledge: Skills:
Students will understand Students will be able to
1) Steps in an algorithm to solve ● Use algorithmic approach to solve the
computational problems computational simple problems
2) Dry running or Trace Table to run ● Apply abstractions to create generalized,
algorithm modular solutions
3) Identify logical and syntax errors ● Create and use dry runs/trace tables to
4) Abstractions to create generalized, follow an algorithm
modular solutions ● Identify syntax/logic errors in code and solve
logical errors

Assessments

Formative Assessments
Quiz assessment questions / inclass discussions on:
● Steps in an algorithm to solve computational problems
● Dry running or Trace Table to run algorithm
● Identification of logical and syntax errors

31
 ● Abstractions to create generalized, modular solutions

Sample question could be:

● Find the smallest integer in the list of 4 1 -4 0 9 9 3 5 8
● Write an algorithm to find and display the square and cube of a positive number. The execution
must be terminated if a negative number is entered.
● Evaluate answers for some simple programs
● Find a logical error in the simple list of steps

Summative Assessments
Exam questions/project submissions on topics such as:
● Algorithmic approach to solve the computational simple problems
● Abstractions to create generalized, modular solutions
● Creating and using dry runs/trace tables to follow an algorithm
● Identifying syntax/logic errors in code and solve logical errors

Learning Activities
1. Activity 3 Develop a high-level algorithm from this link: http://sofia.cs.vt.edu/cs1114-
ebooklet/chapter4.html
a. Students should write steps for an activity, e.g. “send a birthday card to Mark”. Steps
could be:
i. Go to a store that sells greeting cards
ii. Select a card
iii. Purchase a card
iv. Mail the card
b. The instructor can then drill down questions that show that the instructions could be
more specific:
i. "Which store will you visit?"
ii. "How will I get there: walk, drive, ride my bicycle, take the bus?"
iii. "What kind of card does Mark like: humorous, sentimental, risqué?"
2. Video on specific instructions and developing algorithms. Class can watch this video and try to
create their own set of instructions
a. https://www.youtube.com/watch?v=Ct-lOOUqmyY

Domain C: Programming Fundamentals

[SLO CS-10-C-01]

Standard: Students will develop, test, and debug static website (using HTML and CSS) and a dynamic
website (using JavaScript)

Student Learning Outcome(s):

[SLO CS-10-C-01] Students should be able to differentiate between front-end development, and back-
end development of a website

Knowledge: Skills:
Students will understand… Students will be able to…
● Back-end development allows writing code ● Differentiate between back-end and front-
that emits HTML/CSS/JavaScript end development
● Front-end development deals with
HTML/CSS/JavaScriptin the browser

32
 Assessments

Formative Assessments
● In Class activities / practical / quiz on differentiating between back-end and front-end
development

Summative Assessments
● Exam / practical

Learning Activities
● Inspect webpage to discover code of HTML/CSS/JavaScript
● Write a webpage using HTML/CSS/JavaScript
● Differentiate between back-end and front-end development

[SLO CS-10-C-02]

Standard: Students will develop, test, and debug static website (using HTML and CSS) and a dynamic
website (using JavaScript)

Student Learning Outcome(s):

[SLO CS-10-C-02] Students should be able to use more advanced HTML/CSS features in an
appropriate environment

Knowledge: Skills:
Students will understand… Students will be able to…
● How HTML tags can be used to show ● Create forms in HTML using an IDE like
tabular date Visual Studio, Netbeans etc.
● How HTML can be used to retrieve inputs ● Create tables in HTML using an IDE like
from users Visual Studio, Netbeans etc.
● How to apply animation movements to ● Create animations in CSS using an IDE
HTML components like Visual Studio, Netbeans etc.

Assessments

Formative Assessments

In class activities/practicals on the following topics:

● Create forms in HTML
● Create tables in HTML
● Create animations in CSS
○ Draw a circle with CSS

Summative Assessments
Exam/quiz on
● How HTML tags can be used to show tabular date
● How HTML can be used to retrieve inputs from users
● How to apply animation movements to HTML components

Learning Activities

33
 ● In class / practical HTML Forms activity on this dynamic website:
https://www.w3schools.com/html/html_forms.asp
● Populate form in HTML
● Populate tables in HTML
● Simple animation using CSS, i.e, change colour of button, translate a text horizontally from left
to write.
● Develop three web pages, i.e., main_page.html, animation.html, and forms.html. Link all these
pages and run it in the browser
● Write logical steps (algorithm) of translating text diagonally from top left corner to the bottom
right corner
● In class activity / practical: Students can test out and try to recreate various CSS animation
listed here: https://blog.hubspot.com/website/css-animation-examples

[SLO CS-10-C-03]

Standard: Students will develop, test, and debug static website (using HTML and CSS) and a dynamic
website (using JavaScript)

Student Learning Outcome(s):

[SLO CS-10-C-03] Students should be able to use more advanced programming constructs (lists, etc.)
to create dynamic websites using JavaScript as backend scripting

Knowledge: Skills:
Students will understand… Students will be able to…
● How to create and use arrays in JavaScript ● Create bullet points in HTML that are
● How to create and use bullet points in generated from an array in JavaScript
HTML

Assessments

Formative Assessments
In class activities / practicals on the following topics
● How to create and use Arrays in JavaScript
● How to create and use bullet points in HTML

Summative Assessments
In class activities / practicals / project which includes the following component:
● Create bullet points in HTML that are generated from an array in JavaScript

Learning Activities
1. Make ordered and unordered lists in HTML, sample activities and code here:
https://www.freecodecamp.org/news/html-list-how-to-use-bullet-points-ordered-and-unordered-
lists/

[SLO CS-10-C-04]

Standard: Students will develop, test, and debug static website (using HTML and CSS) and a dynamic
website (using JavaScript)

Student Learning Outcome(s):

[SLO CS-10-C-04] Students should be able to implement complex algorithms that use more complex

34
 data structures (lists, etc.) in JavaScript

Knowledge: Skills:
Students will understand… Students will be able to…
● The array data structure is similar to a list ● Write an algorithm that finds an element
● Finding an element in a list requires in a list
iterating through entire list till the element ● Implement an algorithm that finds an
is found element in a list using JavaScript

Assessments

Formative Assessments
Quiz on the following topics:
● The array data structure is similar to a list
● Finding an element in a list requires iterating through entire list till the element is found

Summative Assessments
Quiz/exam / practical on the following topics:
Identify algorithms that finds an element in a list
Implement an algorithm that finds an element in a list using JavaScript

Learning Activities
1. In class activity / practical: Students can test out code for search algorithms here
https://www.freecodecamp.org/news/4-methods-to-search-an-array/
2. JavaScript drills: https://jsbeginners.com/javascript-projects-for-beginners/
3. Starter projects in JavaScript that use lists: https://hackr.io/blog/javascript-projects
4. Calculator: https://github.com/harsh98trivedi/Simple-JavaScript-Calculator
5. Alarm clock in JS: https://github.com/swasti98/JS-Clock

[SLO CS-10-C-05]

Standard: Students will develop, test, and debug static website (using HTML and CSS) and a dynamic
website (using JavaScript)

Student Learning Outcome(s):

[SLO CS-10-C-05] Students will determine more advanced techniques (unit tests, breakpoints,
watches) for testing and debugging their code in JavaScript

Knowledge: Skills:
Students will understand… Students will be able to…
● The purpose of a unit test ● Write simple unit tests for the functions in
● Debugging allows them to analyze code as their code
it runs ● Set a breakpoint and use it to analyze
intermediate values of variables in
JavaScript

Assessments

Formative Assessments
Practical / lab exercises on identifying & resolving errors in computing problems using test functions
and breakpoints.

Summative Assessments

35
 Quiz / exam / practical on computing problems with errors and students to identify errors using test
functions and breakpoints.

Learning Activities
● Basic workflow debugging for JavaScript programming (instructors can follow video and steps
on this page: https://developer.chrome.com/docs/devtools/javascript/ ) to use breakpoints and
watch expressions.

Domain D: Data and Analysis

[SLO CS-10-D-01]

Standard 1 : Students will be able to understand how computer systems collect, store, process,
visualize, and interpret data
Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.

Student Learning Outcomes: [SLO CS-10-D-01] Students will understand and explain the scope of
data science, Artificial Intelligence (AI), and Machine Learning (ML), including types of supervised and
unsupervised learning models, and their applications to common real-world problems.

Knowledge: Skills:
Students will know Students will
1. Definitions of data science, artificial 1. Differentiate between the three fields of
intelligence and machine learning. They data science, AI, and ML and overlapping
will also learn to differentiate between the areas.
three fields and overlapping areas. 2. Interpret the results from Churn
a. Machine Learning skills include Prediction and behavioral segmentation
i. Technique used by AI through simple examples.
ii. enables systems / 3. Decide if a problem and its solution is
machines to learn from using supervised, unsupervised, or
large data reinforcement learning.
iii. uses supervised and
unsupervised learning
iv. automation and
scalability
v. Uses inraud detection.
b. Artificial intelligence skills include:
i. Teach machines to
emulate human behavior
e.g. natural language
processing, chatbots,
image recognition.

2. Data science lifecycle: Collecting,

processing, analyzing, visualizing and
understanding model outcomes
(predictions / descriptive).

Students will know

● The difference between data science, AI
and machine learning. Recognize different

36
 types of supervised learning vs
unsupervised learning models including
algorithms.
● How to interpret the results from churn
prediction and behavioral segmentation
models

Formative Assessments
Quiz assessment questions / in-class discussions on:
● Definitions, differences & similarities between data science, artificial intelligence and machine
learning
● Supervised learning and unsupervised learning models.
● Churn prediction and behavioral segmentation models

Sample questions/topics could be:

● In-class discussion - Describe why each field is important - can you see applications of each
field in real life e.g. predicting who is going to win a cricket match (data science), automated
fraud detection (machine learning) and chatgpt (AI).
● In-class discussion - Describe different algorithms pertaining to supervised learning vs
unsupervised learning approaches e.g. simple linear regression, decision trees and k-means
clustering.
● In class (group exercise)- discuss 5-10 different business problems and identify which field is
most relevant to solve it.
● Homework- Students can pick a business problem and explain whether it can be solved using
supervised learning vs unsupervised learning algorithms.

Summative Assessments
Exam questions on topics such as:
● Differences and overlapping areas between the three fields of data science, artificial
intelligence, and machine learning.
● Collecting, processing, analyzing, visualizing and understanding model outcomes (predictions /
descriptive).
● Interpret the results from Churn Prediction and behavioral segmentation.
● Recognizing different types of supervised learning vs unsupervised learning models including
algorithms.
Sample questions/topics could be:
● Test understanding of different definitions and in-depth understanding of skills required for each
field.
● Provide 10 real business problems and identify the field (DS, ML and AI).

Learning Activities
● Focus on describing fields of data science, machine learning and artificial intelligence:
https://www.youtube.com/watch?v=kNrw64dmfpk
● Case study 1: Churn Prediction: understand in detail all the steps required to build a successful
churn prediction model and how it is an application of Data Science. Utilize data from :
https://www.kaggle.com/c/customer-churn-prediction-2020
● Case study 2: Fraud Detection: understand in detail all the steps required to build a successful
fraud detection model and how it is an application of machine learning. Utilize data from:
https://www.kaggle.com/c/customer-churn-prediction-2020
● Case study 3: Chatbot: understand in detail all the steps required to build a successful chatbot
and how it is an application of artificial intelligence. Utilize data from:
https://www.kaggle.com/code/rajkumarl/conversational-ai-chatbot

37
 ● Potential curriculum resource textbook:
https://curriculum.idsucla.org/IDS_Curriculum_v_5.0/1_IDS_Curriculum_v_5.0/IDS_Intro%2BU
nit1_v%206.0_FINAL.pdf

[SLO CS-10-D-02]

Standard 1: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret data.
Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.
Standard 3: What is AI and machine learning, and how does it relate to data and data science.

Student Learning Outcomes: [SLO CS-10-D-02] Students will understand and explain the types,
uses, and methods of data visualizations and understand the benefits of visualizing data

Knowledge: Skills:
Students will understand that data and data Students will be able to…
products (charts, graphs, statistics) can be ● Develop relational schema representing
analyzed and evaluated, similar to analyzing simple Entity-Relationship diagrams
arguments. ● Create tables, forms, reports, and queries
using common operations like SELECT,
Students will CREATE, JOIN etc. in any database tool
(MS Excel, MS Access, MySQL etc.)
1. Understand the benefits of visualizing data ● Analyze tables in any database tool and
and appropriate methods to create develop simple insights (i.e. sales are
visualizations. increasing/decreasing over time etc.)
2. Know visualization techniques such as ● Develop E-R data models, physical and
measures of center and spread, boxplots, logical design.
bar plots , histograms, scatterplots, ● Represent data with plots on the real
graphical summaries of multivariate data, number line (dotplots, histograms, bar
side-by-side bar plots and association, plots, and boxplots).
scatterplots ● Interpret differences in shape, center, and
3. Understand the connection of databases to spread in the context of the data sets,
machine learning. accounting for possible effects of extreme
4. Explain sorting, visualizing, and using data points (outliers).
data. ● (Advanced) Represent data on two
5. Read plots (identify the name of the plot, quantitative variables on a scatterplot and
interpret the axes, look for trends, identify describe how the variables are related.
confounding factors). ● (Advanced) Learn the difference between
6. Understand relational databases (entities, plots used for categorical and numerical
attributes, and keys) variables.
● (Advanced) Interpret and understand
graphs of distributions for numerical and
categorical variables.

Assessments
List one example of how visualization can be used to increase data comprehension

Formative Assessments
none

Summative Assessments

38
 Quiz # 1: Provide students with a visualization and a prompt. Ask them to create a narrative and tell
stories with data. (1) make assumptions about how the data was collected (2) identify any potential bias
in the data (3) draw conclusions about the data
Quiz # 2: Read and critique a published story with visualization (taken from e.g., newspaper,
economist, business insider)

Learning Activities
1. In-class activity on what is data visualization by watching and sharing key learnings from video
on subject which describes the importance of graphical representations of data, sample video:
https://www.youtube.com/watch?v=xekEXM0Vonc,
2. What is the value of data visualization? Watch video: (569) The Value of Data Visualization -
YouTube
a. Have a whole class discussion regarding the video’s last statement: “Your message is
only as good as your ability to share it.” Ask students: a. What does this statement
mean? b. What makes a good message in terms of data and visualizations?
3. More assessments and activities can be found here: Lesson 8: Tangible Plots - Introduction to
Data Science Curriculum (idsucla.org)

[SLO CS-10-D-03]

Standard 1: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret data
Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.
Standard 3: What is AI and machine learning, and how does it relate to data and data science

Student Learning Outcomes [SLO CS-10-D-03] Students will be able to apply stages of the data
science life cycle e.g. understanding a real-world business problem, data gathering, building model,
interpreting results).

Knowledge: Skills:
Students will understand… ● Students will be able to formulate a
(1) Define data science life cycle business problem into a data science
(2) Explain different steps of data gathering problem and link to types of problems
including the source of data, query the (e.g. questions “my customers are leaving
data on a database tool (e.g. MS Access, me” is a churn prediction model)
SQL etc.), collect & store the data, format ● (Advanced) Calculate or generate key
the data to make it ready for modeling. model metrics indicating model
(3) Different types of real-world business performance e.g. auc, roc, confusion
problems and how to formulate them into a matrix and mean squared error.
data science problem e.g. define a
problem e.g. can you help calculate sales
for next year. This becomes a sales
predictive model.
(4) The data gathering step e.g. from retail
stores asking for the last three years of
sales data.
(5) What kind of algorithms are possible for
example simple linear regression or
decision tree?
(6) Key performance metrics (for example
mean squared error)

Formative Assessments

39
 Quiz assessment questions / inclass discussions on:
● Formulation of real world problems into data science problems
● Data gathering and analysis through linear regression and/or decision trees.
● Performance calculations using mean squared error.
Sample question could be:
● Homework- Students can pick a business problem and describe each step of the data science
life cycle.
● In class discussion - Discuss 1-2 different business problems and formulate them into data
science problems. E.g. for the next year sales for a retail store are going to increase to
decrease, this is a sales prediction model.

Summative Assessments
Exam questions / projects on topics such as:
● Formulation of real world problems into data science problems
● Data gathering steps
● Building a data science model
● Generating key model metrics indicating model performance e.g. auc, roc, confusion matrix and
mean squared error.

Sample question could be:

● Give a business problem and ask students to describe each step of the data science life cycle.

Learning Activities
● Teach students will learn how to ask questions from data: So Many Questions [The Data Cycle:
Pose Questions]: Lesson 5: So Many Questions - Introduction to Data Science Curriculum
(idsucla.org):
● Describe different steps required to build a predictive sales model discussed in detail in
knowledge section.
● Students can be assigned End of Year Projects such as where they are expected to use skills
learnt on a known dataset. Teachers can vary the requirements based on skills level: End of
Unit 3 and 4 Design Project and Oral Presentation: Water Usage - Introduction to Data Science
Curriculum (idsucla.org)
● Demonstrate the use of decision trees based on our earlier activity where they recognize
whether a child is boy or girl by looking at their headshots – create a decision tree for this
classification.
● Demonstrate the concept of k-means clustering in our earlier activity where we ake all the
students in class and measure their heights (or weights since that will provide more variance
but might be too personal). Now note all the heights and use a clustering algorithm to create 3
clusters (you can use k-means clustering for this). Now we can assign labels short, medium,
and tall to the three clusters. Now take the height of the teacher and classify him as short,
medium or tall.
● Similarly, linear regression can be demonstrated by showing the graph of a quantity like
temperatures, stock prices, house prices (based on multiple features) and predict the same
quantity for future time or a new house.

Domain E: Applications of Computer Science

[SLO CS-10-E-01]

Standard:
Benchmark I: Students learn about different popular fields in Computer Science like AI, Cloud
Computing and IoT, .

Student Learning Outcome(s):

40
 [SLO CS-10-E-01] Students will be able to describe uses and applications that are enabled by
technologies like IoT, and Blockchain

Knowledge: Skills:
Students will be able to…
Students will know… ● Analyze different technologies that use
● IoT and it’s foundational components blockchains
● ● Evaluate if a scenario fits an application
● Applications that are enabled by IoT of IoTs
● Applications that are enabled by ● Evaluate how we can use cloud
blockchain computing
● The benefits of cloud computing

Assessments

Formative Assessments
Quiz assessment questions / in class discussions on:
● Different technologies that use blockchains
● Evaluate if a scenario fits an application of IoTs
● Evaluate how we can use cloud computing
● Applications that are enabled by blockchain
● Applications that are enabled by IoT
● The benefits of cloud computing

Summative Assessments
Exam questions or project on applications of IOT, BlockChain, Cloud Computing

Learning Activities
1. Students should use online tools like Google Docs and Google sheets to show them the
benefits of cloud computing
2. Present to students an IoT application like smart parking. Each parking spot has a sensor that
can detect if the spot is occupied and users have applications that can check open parking
spots in a parking lot or garage. The students are then presented with a scenario of a smart
home with Temperature sensors, fans and ACs that can be remote controlled from a
smartphone, and other household items like umbrellas, lunch boxes, fridges that are
connected. Ask students to imagine applications that are enabled in such an environment.

[SLO CS-10-E-02]

Standard: Students learn about different popular fields in Computer Science like AI, Cloud Computing,
IoT, and Blockchain.

Student Learning Outcome(s):

[SLO CS-10-E-02] Students will be able to explain that AI can be applied to specific applications in
areas like NLP, Robotics, Speech Recognition, etc..

Knowledge: Skills:
Students will understand… Students will be able to…
● Specific applications of speech recognition ● Enumerate and explain the use of AI
like personal assistants, Quran techniques in different real-world
Memorization applications, Speech-to-text applications like personal assistants,
typing applications, Speech recognition for Quran Memorization applications,
authentication, Speech recognition for Speech-to-text typing applications,
surveillance and national security, etc. Speech recognition for authentication,

41
 ● Specific applications of NLP like email Speech recognition for surveillance and
filtering to protect against spam and national security, etc.
scams, Language translation, document
analysis, predictive text, Sentiment
analysis, etc.
● Applications of Robotics in rescue and
search operations, industrial robotics for
manufacturing, vacuum cleaners like
Romba robotic operations, farming, etc.

Assessments

Formative Assessments
Quiz / inclass discussions and activities on AI applications
Summative Assessments
Exam questions on AI applications
Research project on AI can applications in areas like NLP, Robotics, Speech Recognition, etc.

Learning Activities

Students can watch different videos on how technology in different fields is automating tasks that were
once done by humans.

[SLO CS-10-E-03]

Standard: Students learn about the importance of data and the social implications of using data to
make decisions and provide services.

Student Learning Outcome(s):

[SLO CS-10-E-03] Students will be able to demonstrate the social implications of AI

Knowledge: Skills:
Students will understand… Students will be able to…
● that improper use of AI tools can result in ● Show that there are instances where use
injustice to specific groups of people. of AI causes social injustices.
● AI designers have a responsibility towards ● Identify the ethical norms for creating AI
ensuring that their algorithms target human algorithms
benefit

Assessments

Formative Assessments
Quiz / in-class discussions and activities on social implications of AI
Summative Assessments
Quiz/exam questions on social implications of AI (improper use, biased representation of data, targeting
corporate benefits vs. human benefits, social injustice)

Learning Activities

1. Read or explain case studies of how AI has discrimination. For example the COMPAS
algorithm used in US course system. Amazon’s hiring system was biased against women is
another case study.

42
Domain F: Impacts of Computing

[SLO CS-10-F-01]

Standard Ethics and laws related to computing and the use of computing devices, media, data and the
internet

Student Learning Outcomes

[SLO CS-10-F-01] Understand and apply safe & responsible use of the internet to prevent addiction,
promote information and data security
[SLO CS-10-F-02] Evaluate the impact of and apply strategies to prevent cyberbullying/harassment

Knowledge: Skills:
Students will understand… Students will be able to…
● Analyze the impact of new technology
● The concerns of technology addiction laws on digital privacy and information
● The need for cybersecurity to protect data security
● The ways in which the internet can be ● Explain safety and security concepts and
used to promote information for good and strategies including peer pressure and
bad purposes cyberbullying in social media impacts
● The effects of threats to individual privacy lives
and security of data from spam, spyware, ● Discuss the need for cybersecurity in
cookies, etc. relation to privacy and data security of
● Basics of security & privacy of cloud information
computing ● Compare ways software developers
protect devices and information from
Students will know… unauthorized access
● Basics of data, network and cyber security: ● Discuss ways in which to deal with
backups, access, network monitoring, cyberbullying as a victim or someone you
public and private clouds know
● Use of hardware and software methods to ● Discuss cybercrimes laws, instances of
protect devices cubercrimes, and common methods of
reporting cybercrimes

Assessments

Quiz 1 What is software piracy? Can you make an argument for the ethics of software piracy in a
developing nation? Consider that in developing nations the only people who can afford to pay for
software may be the very rich.

Quiz 2 What are some of the ways you can ensure safety and security when designing a computer
application? List some cybersecurity tactics that can be helpful in the design of this application and why
it is necessary to include them.

Quiz 3 List and explain the different cybersecurity methods that can be used for the secure
transmission of data.
Quiz 4 Analyze and compare the cybersecurity measures for two computing systems or applications
they have used. They will then provide recommendations for improvement.

Formative Assessments
The instructor can decide which assessments to use as formative.

Summative Assessments

43
 End-of-unit projects where students will select and use an application they are not familiar with to
assess its level of security. They will determine what kinds of cybersecurity measures are being used
by the application and what kinds of security concerns they address.

Learning Activities
● Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content
about someone else.Cyberbullying and peer pressure through the internet has a real impact on
human lives. Describe different ways you can think of that cyberbullying can take place in your
schools.
● Divide students into groups and ask them to discuss the many things we can do to prevent
cyber harassment to build a safe environment for everyone.
● Students should be advised on the best ways to report bullying in their schools. Share the
school policy on preventing cyber bullying.
● Software piracy is the use or distribution of copyrighted computer software in violation of the
copyright laws. Common forms include end-user piracy, counterfeiting, and hard disk loading.
Give examples of software piracy.
● Cybersecurity measures can include a range of tactics, such as:
○ Using strong passwords
○ Physically controlling access to data by using locked doors, keyed entrances etc.
○ Put up a firewall
○ Updating systems and software regularly
○ Using encryption and decryption for transmitting sensitive data
Using a computer application as an example. List how these different measures have been taken to
ensure security of user data.
● Cloud security has become a recent concern with the popularity of cloud computing. Students
should discuss the benefits of cloud computing in class and analyze the advantages and
disadvantages.They should be asked to compare different cloud platforms available to users.
● Students have learned about different types of networks in previous domains. Students should
be asked to list the different types of networks and what security concerns may exist for them
when transmitting data.
● Students will describe how data can be damaged due to data corruption, human errors,
malware and unauthorized access
● Students will list ways they can ensure data privacy online
● Students will discuss how hardware and software can be used to ensure security
● Students will construct strategies to prevent online cyberbullying/harassment
● Working in cooperative groups students will select an online social platform to analyze the
benefits and harmful effects
[SLO CS-10-F-03]

Standard The environmental, cultural and human impact of computing and assistive technologies for
the modern world

Student Learning Outcomes

[SLO CS-10-F-03] Analyze the impacts of the digital divide on access to critical information

Knowledge: Skills:
Students will understand… Students will be able to…

● Distribution of computing resources affects ● Design computing applications that can

the way solutions are designed take into consideration accessibility of
● Inequitable Access to information impacts information
human lives ● Strategize to alleviate the impacts of
unequal access of information in creating
Students will know… computing solutions

44
 ● the meaning of the digital divide ● Discuss what role students can play to
minimize the digital divide

Assessments

Formative Assessments
Quiz assessment questions / inclass discussions on:
● What is the digital divide and how does it impact issues of equity and inclusion?
● Impact of access to information on daily lives of people
● Design solutions changing based on the distribution of computing resources

Summative Assessments
Quiz / Exam/end of term projects on:
- Digital divide and impact on issues of equity and inclusion
- Design considerations when including accessibility of information
- Impacts of unequal access of information in creating computing solutions

Sample question could be:

- Does distribution of computing resources change the way people design solutions? For
example, a person who does not have international phone service, but wants to talk with people
from home can use a free phone app to make an online video call when both ends are
connected to wifi.

Learning Activities

● Computer distribution differs by network availability, such as whether broadband is available, as

well as hardware availability such as the number of households that have computers. The
distribution of computing resources can increase the digital divide. As a class, discuss the
impact of these different resources on the access to information. How does this impact equity ?
● People need to solve computing problems differently depending on their available resources.
Compare two countries(developed vs developing) on how they may be addressing computing
problems differently

Domain G: Digital Literacy

[SLO CS-10-G-01]
Benchmark I: Collect & analyze information and publish to a variety of audiences using digital tools
and media-rich resources.

Student Learning Outcomes: [SLO CS-10-G-01] Communicate and publish key ideas and details to a
variety of audiences using appropriate digital tools and media-rich resources

Knowledge: Skills:
Students will understand… Students will be able to…
● Understand how to get informationon ● Get informationon simple topics, extract
simple topics and extract key ideas, and key ideas, and create appropriate copy &
present them in different formats graphics to present an idea to various
● How to identify key ideas and create audiences in different formats across
appropriate copy and graphics to present various social media platforms (e.g.
an idea (e.g. communicating event YouTube, Facebook, Instagram, etc.)
information in a poster, or communicating
product features in a billboard)
● Appropriate use cases of social media
when communicating key ideas to various

45
 audiences (e.g. using YouTube to
communicate an opinion via a podcast or
using Instagram to show images related to
a place or a product, or Facebook to share
information with a community etc.)
● Best practices in reaching audiences on
various digital platforms

Assessments

Formative Assessments
● In class assignments / projects using image processing tools to communicate an idea using
appropriate copy and social media platform to reach the intended audience
● Quiz on case studies of successful social media advertising campaigns

Summative Assessments
● Case studies of digital artefacts testing student knowledge for (1) best tools to communicate
various types of information (2) Appropriate use of tools (i.e. layouts, formatting, editing,
graphics, appearance & alignment etc.)
● Practical: summative project submission of a key idea using an appropriate digital tool

Learning Activities
1. Design a graphic to put on a billboard of a popular brand
2. Create a social media post for a popular brand
3. Create a new product for a popular brand and present it to the company management using a
presentation, create an Instagram post, and a short advertisement video

46
Grade 11
Domain A: Computing Systems
[SLO CS-11-A-01]

Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

Student Learning Outcome(s):

[SLO CS-11-A-01] Students will be able to understand and apply logic gates in digital systems, define
and create truth tables using Boolean operators like AND, OR, NOT, NAND, XOR) and logic diagrams

Knowledge: Skills:
Students will understand... Students will be able to
● Boolean functions ● Construct boolean functions, expressions
● Boolean expressions and identities.
● Boolean identities ● Recognize duality
● Duality ● Identify different logic gates and explain
● What is digital logic their uses
● What makes analog and digital signals ● Create truth tables for expressions up to
different 3 inputs
● What are logic gates ● Draw logic gates for a boolean
● What are truth tables expression
● What are switches ● Draw a truth table for a logic gate to
identify the outputs
Students will know
● Key terms: Karnaugh maps, AND, OR,
NOT, NAND gates, XOR
● How to create truth tables
● How to identify logic gates and understand
their usage

Assessments
Formative Assessments
Quiz questions on the following topics:
● Which logic element describes 2 or more normally closed switches in parallel?
● Which logic element describes 2 or more normally closed switches in series?
● Which logic element describes a circuit with 2 normally open switches in series?
● What is a Karnaugh map?
● What is a switch?
● What is a truth table?
● Create a truth table for a given expression
● Define the term boolean algebra.
● List the boolean function
● Why do we need duality?

Summative Assessments
Quiz / Exam / Practicals on:
● Evaluate the boolean identities.
● How can we differentiate boolean expressions and boolean functions?
● Identifying different logic gates and explain their uses
● Create truth tables for expressions
● Draw logic gates for a boolean expression

47
 ● Draw a truth table for a logic gate to identify the outputs

Learning Activities
● In-class activity: Instructor-led video viewing and discussion about logic gates:
https://www.youtube.com/watch?v=gI-qXk7XojA
● In-class activity: Instructor-led video viewing and discussion about how to create a
truth table for an expression: https://www.youtube.com/watch?v=VCEYeB3bRW0
● In-class activity: Instructor-led video viewing and discussion about Karnaugh Maps:
https://www.youtube.com/watch?v=3vkMgTmieZI
● In-class activity: Create truth table in class together
● In-class activity: Review lab on AND gate with bread-board and resistor. Discuss what
is a bread-board, resistor and what other practical labs can be done (for example NOT
gate practical, NAND gate etc):
https://www.youtube.com/watch?v=aMVgrSU2PLc&list=PLe_7x5eaUqtVgVnAccC-
emHekNNzVbHq_&index=2

[SLO CS-11-A-02]

Standard 1: Students will learn about components and interactions between computer systems,
and how to transmit data across networks of computing systems and the implications on
usability, reliability, security, etc

Student Learning Outcome(s):

[SLO CS-11-A-02] Students will be able to understand and evaluate stages of the systems design, e.g.
software development life cycle (analysis, design, coding, and testing etc.), and software development
methodologies

Knowledge: Skills:
Students will understand that Students will be able to
● What is a Software Development Life ● Relate the different stages of
Cycle (SDLC) SDLC(analysis, design, coding, testing
○ What are the different activities etc.) to a case study
involved in each phase of the ● Plan a software project from beginning
SDLC (design) to end (test and launch)
● (Advanced) What are basic software ● (Advanced) Explain common software
processes and Agile, Waterfall software development processes (agile etc)
process models ● Explain black box and white box testing

Students will know

● Key terms: SDLC, bug, Agile, Waterfall,
debugging, testing, design patterns, UML.
● Key activities in software development and
the role of software development
processes

48
 ● The engineering nature of software
development
● Key concepts in software development
such as risk and quality

Assessments
Formative Assessments
Quiz questions on the following topics:
● If requirements are validated against the problem, and the implemented system is verified
against those requirements, then the system should indeed be addressing the problem. Why
then do we still need to validate the system against the problem during testing?
What do you think the quality expectations for an air traffic control software system might be?
What about those for a personal diary mobile app? How are these different?
● Name 3 software development processes and explain their key characteristics and differences
● Give an example of a common design pattern and when should it be applied
● What is the difference between software analysis and software design? What are some
techniques used to test systems?

Summative Assessments
Exam / end of module quiz questions:
● Different stages of Software Development Life Cycle (SDLC) in detail (analysis, design, coding,
testing)
● Common software development processes (agile etc)
● Common software design patterns

Practicals / activity / research project including an element of:

● Software project from beginning (design) to end (test and launch)

Learning Activities
1. In-class activity: Share a snippet of code with a bug in it and ask the class to identify the bug
through debugging techniques that have been taught
2. In-class activity: Share examples of different types of applications and all the ways these can
be tested
3. In-class activity: Design a library system to search and retrieve books. Discuss with class how
to do analysis, design, implementation, testing and then launch.

[SLO CS-11-A-03]

Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

49
 Student Learning Outcome(s):
[SLO CS-11-A-03] Students will be able to understand and explain the scalability and reliability of
networking systems via network topology

Knowledge: Skills:
Students will understand… Students will be able to
● Different types of network topologies ● Measure availability of a system
● Design, common access, and use of ● Prepare systems so they run with high
topologies reliability and can scale well
● Scalability and reliability ● Test the scalability and reliability of a
● Preparing for scale and reliability through system
load and system testing
● Scalability and reliability in cloud
computing

Students will know

● Key terms: Network topology, Bus, Ring,
Tree, Star, Mesh, Hybrid, Ethernet, CSMA,
Token passing, client, Server, root, node…
● Advantages and disadvantages of each
network topology

Assessments

Quiz 1 -
What is the advantage of a star topology?
What topology uses token passing and what topology is highly reliable and why?

Quiz 2 -
What does it mean when an application has an availability of five nines?
What questions do you need to ask when you are designing a scalable and reliable solution for a
system?

Formative Assessments
Use video instruction and hands-on labs to practically explain concepts. Some examples in Learning
Activities below

Summative Assessments
Usually, quizzes above would come in this category.

Learning Activities (The activities below are neither listed in any particular order nor is this an
exhaustive list. View them as recommendations)

1.
2. In-class activity:Discuss “What features increase the scalability of the Internet?”

50
 3. In-class activity: A game is tested at 5x its expected load but when it goes live the game
experiences 50x the expected load. Discuss what likely happens to the system and what the
experience is for the players. How can this be prevented in the future?

[SLO CS-11-A-04]

Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

Student Learning Outcome(s):

[SLO CS-11-A-04] Understand and explain the need for cybersecurity and contrast different methods
of encryption to transmit data

Knowledge: Skills:
Students will understand.. Students will be able to
● Cybersecurity ● Protect their computers and setup online
● Encryption access taking into account the security
● Ways a system can be attacked risks they are prone to
● Basic security frameworks ● Understand how basic cyber attacks are
● Security analysis and proactive protection constructed and applies to real systems
of systems against cyber attacks ● Analyze cyber security risk and create a
● Data policies and privacy policies and how plan to prioritize risk decisions
they can help keep your information safe ● Understand basic encryption techniques
and algorithms used to protect sensitive
Students will know data
● Key terms: Cryptography, 2FA, firewall, ● How to protect sensitive apps and data
DDoS, Hacking, Authentication, through strong passwords, 2 factor
Authorization, Hashing, Malware, Phishing, authentication and encryption techniques.
XSS, Plaintext, Ciphertext, Encryption,
Decryption ….

Assessments

Formative Assessments
Quiz questions on the following topics:
● What is phishing and how do you protect against it?
● What is DDOS and how do you protect against it?
● What software can prevent you from getting unwanted emails?
● What are some ways a virus can infect your computer?
● When should data be encrypted?
● If the word "NEOMAN" is coded as "OGRQFT" then which word will be coded as "ZKCLUP"?
● What are 4 basic types of encryption systems?
● Name and describe 3 common cryptographic algorithms
● What is hashing?
● What are digital signatures?

Summative Assessments
Practicals on topics related to:
● Protecting computers

51
 ● Setup online access taking into account the security risks they are prone to

Exam / end of module quiz questions on topics related to:

● Basic cyber attacks are constructed and applies to real systems
● Analyzing cyber security risk and create a plan to prioritize risk decisions
● Understand basic encryption techniques and algorithms used to protect sensitive data

Learning Activities
1. In-class activity: Listen to this podcast about the Equifax data breach and discuss its impact
and how it could have been prevented: https://www.carbonite.com/podcasts/breach/s02e03-
Equifax-data-breach
2. In-class activity:View and discuss this video on cybersecurity and crime:
https://www.youtube.com/watch?v=AuYNXgO_f3Y
3. In-class activity:View and discuss this video on encryption and public keys:
https://www.youtube.com/watch?v=ZghMPWGXexs
4. In-class activity:View and discuss 7 key cryptography concepts developers should know:
https://www.youtube.com/watch?v=NuyzuNBFWxQ

Domain B: Computational Thinking & Algorithms

[SLO CS-11-B-01]

Standard 2: Students will identify and decompose simple and complex problems, create & evaluate
appropriate solutions using computational approaches, and understand and apply common algorithms
used in solving computational problems.

Student Learning Outcomes [SLO CS-11-B-01] Plan, develop, systematically test, and refine
computational artifacts for problem-solving such as pseudocode, etc.

Knowledge: Skills:
Students will understand Students will be able to
1) How to use different methods to design and 1) Create psuedocode to address
construct a solution to a computational computational problems in thecorrect font,
problem size, style, indentation, case, line numbers,
comments, data type key words, variable
assignments & declarations, common
operators, and key commands
2)
3) Systematically test computational artefacts
4) Analyse an algorithm presented as a flow
chart in terms of include tracing an algorithm
as well as assessing its correctness.
5) Evaluate algorithms in terms of their
efficiency, correctness, and clarity

Assessments

Formative Assessments
Quiz questions on the following topics:
1) What is the difference between pseudocode and algorithm?

52
 2) Write a pseudocode to output odd integers from 0 to 100?
3) Write an algorithm to “rock, paper, scissor” game

Summative Assessments
Practical activities on topics such as:
1) Write down the algorithm to solve tic tac toe game

Learning Activities
1) Interpreting word problems in code: https://docs.google.com/document/d/1_Hu-
ZJz2p4dyYzyYgjZeORWuLX8PVfcFn7i8MZpPFHM/edit
2) Write a Pseudo-code?
● Arrange the sequence of tasks and write the pseudocode accordingly.
● Start with the statement of a pseudo code which establishes the main goal or the aim.
Example: If case is 1 then print “I am case 1” else print “I am not case 1”
3) Reinforcement on the previous topics i.e., algorithmic approaches with new examples

[SLO CS-11-B-02]

Standard 2: Students will identify and decompose simple and complex problems, create & evaluate
appropriate solutions using computational approaches, and understand and apply common algorithms
used in solving computational problems.

Student Learning Outcomes [SLO CS-11-B-02] Apply common search, and sort algorithms

Knowledge: Skills:
Students will understand Students will be able to
1) Problem solving methods using simple 1) Use and adapt classic algorithms to solve
example of computational problems (e.g. sorting and
a) Abstraction searching algorithms such as linear search,
b) Decomposition binary search, insertion sort, bubble sort,
c) Pattern recognition etc.)
2) Algorithmic approaches to solve practical
exercises of algorithms
3)
4) When to use various search and sort
algorithms such as linear search, binary
search, insertion sort, bubble sort, etc.

Assessments

Formative Assessments
Quiz questions on the following topics:
● Define problem solving methods?
● What are the definitions and applications of various searching & sorting algorithms?
Practical exercises such as:
● Apply algorithmic thinking to use algorithm approaches (Abstraction, Decomposition, Pattern
recognition) to handle complex problems such as:
● Sort following array {1, 5, 3, 2}
● Search for the number 5 in {2, 1, 5, 3, 2, 4, 5}
● Word search problems

Summative Assessments
Practical exercises for applying algorithmic thinking to create search & sort algorithms

53
 Learning Activities:

1) Algorithmic approaches
https://junilearning.com/blog/guide/how-to-introduce-computational-thinking-to-kids/
https://www.teachingexpertise.com/classroom-ideas/algorithmic-games/
2) Write pseudocode for solving simple word problems, sample exercises here:
https://olevelcomputerscience.files.wordpress.com/2015/09/pseducode.pdf

Domain C: Programming Fundamentals

[SLO CS-11-C-01]

Standard: Students will develop, test and debug command-line interface (CLI) applications in Python

Student Learning Outcome(s):

[SLO CS-11-C-01] Students should understand the importance of computer programming and
applications

Knowledge: Skills:
Students will understand… Students will be able to…
● Programs use the basic components of a ● Take a real world problem, propose a
computer to take inputs, process the input, software solution and implement it.
and produce output
● The Agile and Waterfall are models of the
Software Development Lifecycle and are
used to gather requirements and
implement software

Assessments

Formative Assessments
Quiz questions on the following topics:
● Basic components of a computer program
● Agile and Waterfall processes in gathering software requirements

Summative Assessments
Practical exercises such as:
● Apply an agile / waterfall models to gather software requirements
● Take a real world problem, propose a software solution and implement it.

Learning Activities
1. Summarize or present in groups differences between Agile & Waterfall processes. Sample
analysis is here: https://www.forbes.com/advisor/business/agile-vs-waterfall-methodology/
2. Watch a video on gathering requirements in the software development process, example:
https://www.pearson.com/channels/product-management/learn/Mariya/4-requirements-
gathering-and-maintenance/42-scope-management-in-agile-vs-waterfall

[SLO CS-11-C-02]

Standard: Students will develop, test and debug command-line interface (CLI) applications in Python

Student Learning Outcome(s):

[SLO CS-11-C-02] Students should be able to write and execute simple programs in Python.

Knowledge: Skills:

54
 Students will understand… Students will be able to…
● What is Python, why is it used ● Write and execute a program in Python
● What type of problems can be solved using an IDE like replit.com (online) VS
using Python Code (offline) that uses variables,
● Input/ Output handling sequence, selection and repetition
● Variables in Python
● Operators in Python
● Sequence, Selection, Repetition in Python

Assessments
Quiz questions on the following topics:
● Variables in Python
● Sequence, Selection, Repetition in Python

Summative Assessments
Practical exercises such as:
● Write and execute a program in Python that uses variables, sequence, selection and repetition

Learning Activities
● Instructor can request students to code geginner projects in Python, examples here:
https://www.dataquest.io/blog/python-projects-for-beginners/
○ https://www.freecodecamp.org/news/python-projects-for-beginners/
○ https://www.upgrad.com/blog/python-projects-ideas-topics-beginners/
● Add suggested books
● Add links to suggested compilers

[SLO CS-11-C-03]

Standard: Students will develop, test and debug command-line interface (CLI) applications in Python

Student Learning Outcome(s):

[SLO CS-11-C-03] Students should be able to draw shapes using Turtle Graphics functions in Python

Knowledge: Skills:
Students will understand… Students will be able to…
● How to use the Python Turtle Library ● Write and execute a program in Python to
○ Turtle methods create complex shapes using the Turtle
○ Methods of screen library
○ Turtle motion
○ Use of events
○ Create/ draw shapes
○ Compound Shapes
● How to create shapes by means of
instructions to a “turtle” to move in a given
direction
● How to create more complex shapes by
allowing the “turtle” to lift the pen while
moving

Assessments

Formative Assessments
Quiz questions on the following topics:
● How to create shapes by means of instructions to a “turtle” to move in a given direction

55
 ● How to create more complex shapes by allowing the “turtle” to lift the pen while moving

Summative Assessments
Practical exercises such as:
● Write and execute a program in Python to create complex shapes using the Turtle library

Learning Activities
1) In-class Exercises using Turtle library, example exercises:
a) https://realpython.com/beginners-guide-python-turtle/
b) https://www.vivaxsolutions.com/web/python-turtle.aspx

[SLO CS-11-C-04]

Standard: Students will develop, test and debug command-line interface (CLI) applications in Python

Student Learning Outcome(s):

[SLO CS-11-C-04] Students should be able to understand the need for libraries and learn the use of
some simple libraries in Python.

Knowledge: Skills:
Students will understand… Students will be able to…
● The concept of abstraction allows the use ● Find and use a third party Python library
of complex libraries without knowing their that is simple to use but has a complex
internal implementation implementation

Assessments

Formative Assessments
Practicals / exercises on:
● Importing & using libraries
● Find and use a third party Python library that is simple to use but has a complex
implementation

Summative Assessments
● Practical exercises that have an element of using a library or designing your own library

Learning Activities
1. In-class research project, what is a library and why are they used?
https://careerfoundry.com/en/blog/web-development/programming-library-guide/
2. Top 30 Python libraries: https://www.mygreatlearning.com/blog/open-source-python-libraries/
3. In-class video on how libraries work: https://www.youtube.com/watch?v=4oXc3EpUN4E

[SLO CS-11-C-05]

Standard: Students will develop, test and debug command-line interface (CLI) applications in Python

Student Learning Outcome(s):

[SLO CS-11-C-05] Students should be able to translate simple algorithms that use sequence and
repetition in Python.

Knowledge: Skills:
Students will understand… Students will be able to…

56
 ● What are variables, sequence, repetition, ● Write and execute a Python program that
and lists in Python uses variables, sequence and repetition
● How to use sequence and repetition to to populate a list
manipulate lists in Python ● Write and execute a Python program that
uses variables, sequence and repetition
to find an element in a list

Assessments

Formative Assessments
Practical exercises such as:
● Use sequence and repetition to manipulate lists in Python
● Write and execute a Python program that uses variables, sequence and repetition to populate a
list
Summative Assessments
Practical exercises such as: Write and execute a program in Python that uses variables, sequence,
selection and repetition

Learning Activities
1) Writing python script (https://www.w3schools.com/python/)
2) Sequence, Selection, Repetition in Python (https://austincode.com/itse1359/sequence-
selection-repetition.php)

[SLO CS-11-C-06]

Standard: Students will develop, test and debug command-line interface (CLI) applications in Python

Student Learning Outcome(s):

[SLO CS-11-C-06] Students should be able to decompose a problem into sub-problems and implement
those sub-problems using functions in Python

Knowledge: Skills:
Students will understand… Students will be able to…
● Why we need functions ● Write and execute a Python program that
● How to decompose a large problem into solves a large problem by decomposing
sub-problems into sub problems.
● How to identify duplication in their code ● Write a Python program that invokes
● How to move duplicated code into a functions within loops
function ● Write a Python program that performs
● How to create/ define /invoke a function some mathematical operation on a value
● Types of Functions passed to it, and returns the updated
● Function parameters/ arguments value (for example celsius to Farienheit
● Scope of variables conversion etc.)
● Returning value from a function
● Pass by value

Assessments

Formative Assessments
Quiz questions / Practical exercises such as:
● How to write a function?
● Why do we need a function?
● How a function is called in the program?
● What is the scope of function?
● What is the scope of variable

57
 Summative Assessments
Practical exercises such as: Write a functions add, subtract, multiply and divide and call them in the
script to perform calculations

Learning Activities
1) Revise functions
2) Establish importance of functions
3) Different terminologies to the functions
4) Define scope of variables and functions with examples
5) Define “naming conventions”, such as CamalCascadeing, camelCascading and so on.
6) Writing a function in python
7) Converting a duplicate code into a function
8) Calling a function
9) Function types
10) Passing parameters in function
11) Return type of a function
12) Passing by value
13) Practical examples

[SLO CS-11-C-07]

Standard: Students will develop, test and debug command-line interface (CLI) applications in Python

Student Learning Outcome(s):

[SLO CS-11-C-07] Students will determine ways of debugging their code in Python

Knowledge: Skills:
Students will understand… Students will be able to…
● Code written outside of a function is hard ● Write code to invoke functions and check
to test their return values for correctness
● Code written inside a function can be ● Read through code and dry-run by hand
tested to find bugs
● That they can write code that calls
functions to ensure the results are correct
● Using a debugger allows programmers to
set a breakpoint to stop execution of their
code to see the state of variables mid-
execution for the purpose of discovering
errors in their code

Assessments

Formative Assessments
Practical / lab exercises on identifying & resolving errors in computing problems using test functions
and dry-run.

Summative Assessments
Quiz / exam / practical on computing problems with errors and students to identify errors using test
functions and breakpoints.

Learning Activities

58
 ● Class activity for variable dry-run in Python, lesson plan here:
https://teachinglondoncomputing.files.wordpress.com/2014/05/activity-
assignmentdryrunpython.pdf

Domain D: Data and Analysis

[SLO CS-11-D-01]

Standard 1: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret data.
Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.
Standard 3: What is AI and machine learning, and how does it relate to data and data science

Student Learning Outcomes: [SLO CS-11-D-01] Students will be able to relate the role and
importance of model building with their real-world applications

Knowledge: Skills:
Students will know how statistical modeling can Students will be able to:
find relationships between real world events and
can be used to make recommendations based on ●
statistical findings. ● Use the information from one variable to
make predictions about another variable
They will know use cases for modeling, when they (fitting a line to understand the
can be used, which models fit which use cases and relationship between two variables and
basic statistical techniques such as linear use the correlation coefficient to access
regression and multiple linear regression. the linear association)
●
Students will know: ● Identify the slope and intercept for the
● The linear relationship between variables linear relationship
(using correlation coefficients and build the ● Build their first statistical model (Microsoft
y= mx + c using slope and intercept) ExcelPython, Weka, or Microsoft Excel)
● The structure of linear models, K-means, ● (Advanced) Interpret the results of the
Smoothing model including statistical significance
and beta values
(Advanced) Draw conclusions from the model
output to inform real world policies

Assessments

Formative Assessments

Lab Exercises in R or Python (Jupyter Notebooks)

● Lab#1: Coding exercise:
● LAB 4A: If the Line Fits… - Introduction to Data Science Curriculum (idsucla.org)
● Lab#2: Coding exercise: LAB 4B: What’s the Score? - Introduction to Data Science Curriculum
(idsucla.org)
● Lab#3: Coding exercise: LAB 4D: Interpreting Correlations - Introduction to Data Science
Curriculum (idsucla.org)

In class discussion: Using a data set, represent data on two quantitative variables on a scatter plot, and
describe how the variables are related.

59
 1. Fit a function to the data; use functions fitted to data to solve problems in the context of the
data. Use given functions or choose a function suggested by the context. Emphasize linear
models.
2. Informally assess the fit of a function by plotting and analyzing residuals.
3. Fit a linear function for a scatter plot that suggests a linear association.
4. Judge whether or not the linear model is appropriate. Learn to interpret a correlation coefficient
in a linear model and interpret slope and intercept. Evaluate the strength of a linear association.
Evaluate the potential error in a linear model.

Summative Assessments
Lab Quiz: Similar Labs can be given as a “Interpreting Correlations”: using a different data set the
students may have not seen before

Learning Activities
1. Students will identify an official data set. e.g. students will begin to analyze an official data set
from 2010 provided by the Los Angeles Department of Water and Power (DWP) to help them
understand how water was used in the Los Angeles area in the recent past, before the drought.
Materials: Video: California Drought Crisis Reaches Worst Level as It Spreads North
https://www.nbcnews.com/storyline/california-drought/california-drought-crisis-reaches-worst-
level-it-spreads-north-n169516
2. Statistical Predictions using one variable: Lesson 5: Statistical Predictions Using One Variable -
Introduction to Data Science Curriculum (idsucla.org)
3. Statistical Predictions using two variables: Lesson 7: Statistical Predictions Using Two
Variables - Introduction to Data Science Curriculum (idsucla.org)
4. See the Labs 3.6.1-3.6.3 in Book: An Introduction to Statistical Learning: with Applications in R
| SpringerLink . This book can be downloaded online via this link.
5. Potential curriculum resource textbook:
https://curriculum.idsucla.org/IDS_Curriculum_v_5.0/1_IDS_Curriculum_v_5.0/IDS_Intro%2BU
nit1_v%206.0_FINAL.pdf

[SLO CS-11-D-02]

Standard 1: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret data
Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.

Student Learning Outcomes [SLO CS-11-D-02] Students will understand and explain experimental
design in data science

Knowledge: Skills:
Students will understand Students will be able to
1. The importance of experimentation in data ● Differentiate between correlation and
science as a tool to differentiate between causation
correlation and causation. ● Compare and contrast population vs.
2. Measures used in experimentation sample
3. Real work experimentation examples ● Compare and contrast parameter vs.
4. statistic.
● How to do their own experiments through
Student will know… in-class activities
1. ● Apply a real world business problem
2. Ddata collection methods, including where experimentation is used. (eg.
traditional methods of designed Facebook, YouTube, online retail)

60
 experiments and observational studies and ● Explain situations where one measure of
surveys. central tendency or spread may be more
3. Statistics as a process for making appropriate than others.
inferences about population parameters ●
based on a random sample from that ● (Advanced) Identify reports that use
population. special data structures (census, survey,
observational study, and randomized
experiment).
● (Advanced) Use RStudio/ python to re-
randomize data.
● (Advanced) Compute measures of central
tendency and spread in RStudio/ python

Assessments

Formative Assessments
Quiz assessment questions / inclass discussions on:
● Correlation vs. causation
● Measures used in experimentation
● Real work experimentation examples
● Data collection methods, sampling error and bias
● Statistical inferences using random population samples
● Purposes of and differences among sample surveys, experiments, and observational studies
and how randomization relates to each.
● Apply a real world business problem where experimentation is used. (eg. Facebook, YouTube,
online retail)

Sample question could be:

● Give students a statement similar to learning activity #7. Test on the following questions:
○ What is the headline implying with its wording?
○ Is it implying causation or association?
○ How can you tell the difference between causation and correlation?
● In Class Group Assignment to test understanding of Experimentation: Practicum: Music to my
Ears - Introduction to Data Science Curriculum (idsucla.org)

Summative Assessments
Exam questions on topics such as:
● Differentiate between correlation and causation
● Compare and contrast population vs. sample
● Compare and contrast parameter vs. statistic
● Read/interpreting boxplots

Sample question could be:

● Give students a prompt, “How can Company X improve their website using an experiment?”
Have students apply the elements of the experiment to this prompt.
● Lab Exercise: Give the students a dataset with A/B testing result data. Have them report on the
results of the experiment. They should provide 2 visualizations to accompany the results.

Learning Activities
1. Read published articles on Experimental design: Statistics - Experimental design | Britannica
https://www.britannica.com/science/statistics/Experimental-design
2. Give a brief introduction into “what is an experiment”. Experimental Design Steps & Activities |
Scientific Method Steps (storyboardthat.com)
https://www.storyboardthat.com/articles/e/experimental-design

61
 3. Create a scenario descriptive or through a video (e.g. Lesson 2: What Is an Experiment? -
Introduction to Data Science Curriculum (idsucla.org)) where an experiment is conducted.
Guide students to identify the elements of an experiment by referring back to the video clip:
a. Research Question—What is the question to be answered by the experiment?
b. Subjects – people or objects that are participating in the experiment
c. Treatment – the procedure that is assigned to a group of subjects
d. Treatment group – the group of subjects that receive the treatment
e. Control group – the group that does not receive a treatment
f. Random assignment – subjects are randomly assigned to either the treatment or
control group (two out of every three subjects received the treatment)
g. Outcome – the variable that the treatment is meant to influence.
h. Statistic—A method for comparing the outcomes of the control and treatment groups is
needed
4. Give students a real world experimentation A/B testing example.
a. Have a discussion about population vs. sample, parameter vs. statistic and situations
where one measure of central tendency or spread may be more appropriate than
others.
5. Lesson 3:Let’s Try an Experiment! - Introduction to Data Science Curriculum (idsucla.org)
6. Lesson 4: Predictions, Predictions - Introduction to Data Science Curriculum (idsucla.org)
a. As part of this exercise students will continue to read articles critically. They will
anticipate visualizations about the data that will be collected from the class experiment
and make predictions about the outcome.
7. In class discussion: Show students the following headlines or any others that are similar in
verbage
1. Stop Global Warming: Become a Pirate
2. Lack of sleep may shrink your brain
3. Early language skills reduce preschool tantrums
4. Dogs walked by men are more aggressive
Discuss each headline by asking the following questions:
1. What is the headline implying with its wording? 1a is implying that you can stop global
warming by becoming a pirate, 1b is implying that it’s possible to shrink your brain if
you aren’t getting enough sleep, 1c is implying that having early language skills will
decrease preschool tantrums, 1d is implying that dogs are more aggressive when
they’ve been walked by men.
2. Is it implying causation or association? Discuss definitions of causation and
association. Causation means there is a cause and effect relationship between
variables. For example, heat causes water to boil; whereas association or correlation
means that high values of one variable tend to be associated with high values of the
other (or high values tend to be with low values). However, this is not necessarily
cause-and-effect at play. For example, blanket sales in Canada are associated with
brush fires in Australia - not because Canadian blankets cause the fires, but because
Canadian winters cause blanket sales, and Canadian winters are Australian summers,
which cause fires. 1a, 1c and 1d are implying causation and 1b is implying association.
3. How can you tell the difference between causation and correlation? What words stand
out in these headlines? Answers will vary but some terms for causation include: cause,
increase/ decrease, benefits, impacts, effect/ affect, etc.; and for correlation include:
get, have, linked, more/ less, tied, connected, etc. In 1a, “become” stands out; in 1b,
“may” stands out; in 1c, “reduce” stands out; in 1d, “are” stands out.
4. Change each causal version of a headline into a non-causal version and vice versa.
Answers will vary but an example for 1a is to instead say Global Warming linked to
increase of pirates.

[SLO CS-11-D-03]

62
 Standard 1: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret dataStandard ?
Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.

Student Learning Outcomes: [SLO CS-11-D-03] Students will analyze pre-existing datasets to
create summary statistics and data visuals (such as bar charts, pie charts, line graphs, etc.)

Knowledge: Skills:
Students will understand Students will be able to…
● Definitions and analysis of data and data ● Collect, clean and manipulate data using
products (charts, graphs, statistics) tools such as Excel, Google Sheets, R, or
● How to construct multiple views of data Python
● How to use analyze data through ● Analyze data using statistical techniques
computational tools such as Excel, Google and create visualizations to communicate
Sheets, R, or Python their findings
● Understand the connection of databases
Students will to machine learning.
● (Advanced) Understand how evidence
1. Apply their knowledge of visualization was collected, what the perspective or
techniques (such as measures of center bias of the creator might be and look
and spread, boxplots, bar plots , behind the scenes to the process used to
histograms, scatterplots) to data create the product. Even the way data are
2. Read plots (identify the name of the plot, represented embeds within it decisions
interpret the axes, look for trends, identify on the part of the data creator.
confounding factors).
3. Use visualization to tell stories with data
4. (Advanced) Create basic plots in RStudio
5. (Advanced) Create frequency tables in
RStudio
6. (Advanced) Critically read reports from
media sources to evaluate their claims and
communicate their evaluations in written or
verbal form using different types of media

Assessments

Formative Assessments
Quiz assessment questions / lab or practical exercise on:
● Data analysis through computational tools such as Excel, Google Sheets, R, or Python
● Apply their knowledge of visualization techniques (such as measures of center and spread,
boxplots, bar plots , histograms, scatterplots, graphical summaries of multivariate data, side-by-
side bar plots and association, scatterplots) to data
● Read plots (identify the name of the plot, interpret the axes, look for trends, identify
confounding factors).

Sample question could be:

1. Lab # 1: Represent data with plots on the real number line (dotplots, histograms, bar plots, and
boxplots).
2. Lab # 2: Interpret differences in shape, center, and spread in the context of the data sets,
accounting for possible effects of extreme data points (outliers).
3. Lab # 3: and in class discussion: Represent data on two quantitative variables on a scatterplot
and describe how the variables are related.

63
 4. Using a data set shared with the students:
a. As a class, ask students to select 2 numerical variables and 1 categorical variable from
the DataSet handout whose data they would like to see in a visualization, which is a
picture of the data.
b. Create a bar graph of the categorical variable chosen by the students. Begin by
showing students how to clearly label the x-axis with the categories. For instance, if
salty_sweet is the variable, ask students to identify the categories for that variable.
Then mark the y-axis with the label frequency, which simply means the number of
times an outcome occurs. Do not put tick-marks on the y-axis. The frequency will be
measured by the number of labels plotted.

Summative Assessments
Exam questions / practicals on topics such as:
● Collect, clean and manipulate data using tools such as Excel, Google Sheets, R, or Python
● Analyze data using statistical techniques and create visualizations to communicate their
findings
● Connections between databases and machine learning.

Sample question could be:

● Quiz # 1: Provide students with a visualization and a prompt. Ask them to create a narrative
and tell stories with data. (1) make assumptions about how the data was collected (2) identify
any potential bias in the data (3) draw conclusions about the data
● Quiz # 2: Read and critique a published story with visualization (taken from e.g., newspaper,
economist, business insider)
● Lab Quiz: Provide students a data set. Have them build visualizations on 1 categorical and 2
numerical data. Then provide a narrative on what they learn from the visuals.

Learning Activities
1. Provide a data file to students to work with e.g. Data & Statistics | Nutrition | CDC
2. R-Studio or Python data exercise
a. Learn to download, load, upload, and work with data using RStudio syntax and
structure.
b. Create appropriate graphical displays of data.
c. Differentiate between observations and variables.
d. Learn to use objects, functions, and assignments.

Domain E: Applications of Computer Science

[SLO CS-11-E-01]

Standard:
Benchmark I: Students learn about different technologies that support the latest applications of CS and
their relevance to Pakistan.
Benchmark II: Students learn about data techniques in AI applications and the social implications of
technology.

Student Learning Outcome(s):

[SLO CS-11-E-01] Students should be able to describe technologies that are the foundations of IoT
systems, Cloud Computing, and Blockchain

Knowledge: Skills:
Students will understand… Students will be able to…
● Advancement in technologies like smaller ● Analyze technologies that have enabled
size, higher processing power, longer IoT and blockchain applications
battery power, AI techniques, cloud

64
 computing, and connectivity have enabled
IoT applications
● Network connectivity, Processing power,
and Cryptography are technologies that
enable blockchains.

Assessments

Formative Assessments
Quiz questions / research projects on topics:
● IoT applications
● Technologies that enable blockchains.

Summative Assessments
Exam questions or Research projects that contain elements of:
● IoT applications
● Technologies that enable blockchains.

Learning Activities

1. Take an example of a IoT application and identify how each component of connectivity,
processing, AI, cloud computing, and battery power enables that application.

2. Have the students work through a blockchain application where the students act like blockchain
users and maintain a ledger through their peer-to-peer network in class.

65
[SLO CS-11-E-02]

Standard:
Benchmark I: Students learn about different technologies that support the latest applications of CS and
their relevance to Pakistan.
Benchmark II: Students learn about data techniques in AI applications and the social implications of
technology.

Student Learning Outcome(s):

[SLO CS-11-E-02] Students should be able to evaluate how different stakeholder’s culture, values, and
(sometimes conflicting) interests affect AI System designs.

Knowledge: Skills:
Students will understand… Students will be able to…
● That there are different stakeholders that ● Explore some of the stakeholders and
have vested interest in the outcomes of an describe their interest in AI algorithms
AI algorithm ● Assess policies that can help protect
● These different stakeholders might have different stakeholders' interests
conflicting requirements for these ● Evaluate how different stakeholder’s
algorithms culture, values, and (sometimes
conflicting) interests affect AI System
designs.

Assessments

Formative Assessments
Quiz questions / research projects on topics:
● Vested interest of different stakeholders in the outcomes of an AI algorithm
● Conflicting requirements for these algorithms

Summative Assessments
Essay questions / subjective analysis on:
● Evaluate how different stakeholder’s culture, values, and (sometimes conflicting) interests
affect AI System designs.
● Assess policies that can help protect different stakeholders' interests

Learning Activities

1. Have a discussion in class where you divide the class into groups. Each group is further divided
into three roles where one role represents advertisers that are trying to sell their products on a
social media platform, the second role is using social media to connect with friends, and the
third role is the developer who is trying to sign up more users and trying to get the existing
users to spend more time on their applications. Help the discussion on how each role has
different expectations from the AI algorithms being used in the application.

66
Domain F: Impacts of Computing
[SLO CS-11-F-01]

Standard Ethics and laws related to computing and the use of computing devices, media, data and the
internet

Student Learning Outcomes

[SLO CS-11-F-01] Understand and apply safe & responsible use of information sources, identifying
sources of reliable information compared to unreliable information and its sources

Knowledge: Skills:
Students will understand… Students will be able to…

● Safe & responsible use of information ● Identify sources of reliable and unreliable
sources information
● Human bias is everywhere including data ● Address issues of bias in the designs of
collection and information sharing their computing applications
● Conduct data searches to obtain reliable
Students will know… information

● The difference between data source

verification tasks that should be completed
by humans and those that are ideally
completed by computing devices

Assessments

Formative Assessments
Subjective essay questions or student reflection on topics such as:
● What is an example of bias in computing?
● Reflect on the lives of the people around you. Can you identify a need for an assistive
technology that would help a friend, family member or your community? Provide a design for
this technology and how it can be of use.

Individual Project: Design a computational artifact for a problem where a computing application is
needed to assist humans with a task

Summative Assessments
Group project: Collaborate on a project with others through the use of an online digital tool that shows
how computing enables better communication and collaboration between people

Learning Activities

● Give examples and describe the importance of collaboration and communication in Computing.
● Identify problems that must be solved by humans and machines working together
● Illustrate how computing devices are meant to help people with tasks
● Create a digital artifact that is designed to be accessible and obtain feedback from others
● Brainstorm ways to improve accessibility and usability of technology for diverse users
● Discuss how the design and use of computing technologies effects inequitable access to
information
● Students should explain how human bias comes into computing applications through the
design of algorithms. Consider racial, gender and ethnic bias.
● What are disinformation campaigns? Differentiate between misinformation and disinformation.
● Verifying facts in Politifact or Snopes

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 ● Advanced: analysis of website claim veracity using open datasets (linkage to data & analysis
domain)

[SLO CS-11-F-02]

Standard The environmental, cultural, and human impact of computing and assistive technologies for
the modern world

Student Learning Outcomes

[SLO CS-11-F-02] Define and discuss how computing has increased connectivity by enabling
communication between people and the environmental, cultural, and human impact of increased
connectivity

Knowledge: Skills:
Students will understand… Students will be able to…

● The uses of assistive technologies for ●

people with disabilities and the elderly ● Discuss the impact of computing
● The impact of the digital divide on technology on business and commerce
connectivity and how accessibility to ● Collaborate on strategies to provide
information affects the lives of different equity and equal access to information
people ● (Advanced) Distinguish between impact
of tasks that are ideally completed by
Students will know… humans and those that are ideally
completed by computing devices
● The different technological innovations we
are using to improve communication
between people such as wifi networks,
bluetooth etc

Assessments
Formative Assessments
Assessment questions on
- What are some technological tools that can be used to collaborate on a project? If you did not
have this technology, what would the experience of collaborating be with people?
- Demonstrate how computing has afforded increased connectivity by enabling communication
between people. Discuss how this increased connectivity has impacted modern society

Summative Assessments

● Collaborate on a project with others through the use of an online digital tool that shows how
computing enables better communication and collaboration between people

Learning Activities
● Technology has made communication much cheaper and easier. Provide examples from your
everyday life to exemplify the use of technology for increasing connectivity between people.
● List the benefits of collaborations between people for the future. Why is it important for us to
design technologies to improve collaborations and communications?
● Give students the following prompt and lead a class discussion: Rapid innovations in
technology have supported greater connectivity between people. Once people had to use the
landline phone to call another person but now we have availability of free calls over Wifi
networks. How has this change impacted the relationships between people, our cultural
practices and the way we live?

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Domain G: Digital Literacy
[SLO CS-11-G-01]

Benchmark I: Use digital tools to design and develop a significant digital artifact through research
design, data collection, and communication.

Student Learning Outcomes: [SLO CS-11-G-01] Perform advanced searches to locate information
and/or design a data-collection approach to gather original data (e.g., qualitative interviews, surveys,
prototypes, simulations)

Knowledge: Skills:
Students will understand… Students will be able to…
● Definitions of data collection strategies ● Design a data-collection approach to
(e.g., qualitative interviews, surveys, gather original data (e.g., qualitative
prototypes, simulations) interviews, surveys, prototypes,
● Best practices on how to present primary & simulations)
secondary data for a research question ● Present data using appropriate digital
● How to design data-collection approach to tools (such as graphs or infographics in
gather original data worksheets, presentations, reports etc)

Students will know…

● How to use appropriate data collection
strategies for various types of research
questions

Assessments
Formative Assessments
● In class assignments / projects on topics such as:
○ Design & implementation of data collection to answer a research question
○ Present data collected using appropriate digital tools
● Quiz on topics such as:
○ Case studies of successful representations of data
○ Use of data collection approaches for various cases

Summative Assessments
● Case studies of digital artefacts testing student knowledge for (1) best tools to communicate
various types of information (2) Appropriate use of tools (i.e. layouts, formatting, editing,
graphics, appearance & alignment etc.)
● Practical: summative project submission of a key idea using an appropriate digital tool

Learning Activities
1. Students work collaboratively to design and generate a solution to a task/problem statement.
2. Students can present primary data using graphs or infographics

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Grade 12
Domain A: Computing Systems
[SLO CS-12-A-01]
Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

Student Learning Outcome(s):

[SLO CS-12-A-01] Students will explain the usability, security and accessibility of devices, the systems
they are integrated with.

Knowledge: Skills:
Students will understand… Students will be able to
● What is usability and accessibility of ● Understand the social, ethical, economic
software applications and environmental implications of bad
● Human-computer interaction is a field of software and system design
study to promote efficient, effective and
satisfying user interactions
● The effects of not building accessible
applications can be far reaching
● How design can make interfaces effective
and user friendly
● How design can affect a wide range of
accessibility issues
Students will know
● What usability testing is and how to design
accessible user interfaces
● The effects of not building accessible
applications can be far reaching

Assessments

Formative Assessments
Quiz questions on the following topics:
● What are the basic principles of usability testing?
● When should you conduct usability tests?
● Given this user persona (provide persona details e.g a blind woman in her 60s needing to use
an app for banking) gave a detailed analysis of how to design for them so that the application is
both usable and accessible
● What are some impacts of badly designed software in terms of compromising safety and
security
Practical / projects on:
● Designing effective and user friendly interfaces
● Designing for accessibility
● Designing so that social, ethical, economic and environmental concerns are considered

Summative Assessments
Exam questions or end of module projects that include the following topics:
● Designing effective and user friendly interfaces
● Designing for accessibility
● Designing so that social, ethical, economic and environmental concerns are considered

70
 Learning Activities
1. In-class activity: Read and discuss the differences between accessible, usable and universal
design: https://www.washington.edu/accesscomputing/what-difference-between-accessible-
usable-and-universal-design
2. In-class activity: Review the latest web content accessibility guidelines to see how information
and user interface components can be made usable. Discuss in class:
https://www.w3.org/WAI/WCAG21/quickref/
3. In-class activity: Discuss the difference between user testing and usability testing.
4. In-class activity:View this video and discuss how students can do usability testing for their
projects: https://www.youtube.com/watch?v=r3j_dwMbLo0
5. In-class activity:Discuss ways in which students can design more accessible software and
hardware taking into account various accessibility issues.

[SLO CS-12-A-02]

Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

Student Learning Outcome(s):

[SLO CS-12-A-02] Explain human interaction with computer systems in terms of:
● Usability
● Common problems
● Methods for improvements
● Ethical, social, economic, and environmental implications

Knowledge: Skills:
Students will understand that Students will be able to explain human interaction
● Human-computer interaction is a field of with computer systems in terms of:
study to promote efficient, effective and ● Usability
satisfying user interactions ● Common problems and methods for
improvements
Students will know ● ethical, social, economic, and
● What usability testing is and how to design environmental implications
accessible user interfaces

Assessments

Formative Assessments
Quiz questions on the following topics:
Practical / projects on:

Summative Assessments
Exam questions or end of module projects that include the following topics:

Learning Activities

71
[SLO CS-12-A-03]
Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.

Student Learning Outcome(s): [SLO CS-12-A-03] Identify and explain tradeoffs between the usability
and security of computing systems, recommend cybersecurity measures by considering different
factors such as efficiency, cost, privacy, and ethics

Knowledge: Skills:
Students will understand that Students will be able to
● There are tradeoffs between making a ● Explain the tradeoffs between security
system more secure vs. making it more and usability
usable. ● Understand how to consider data privacy
● What the factors are around efficiency, and security when designing an
cost, privacy and ethics when it comes to application
cybersecurity ● Design ways to simplify app security (e.g.
● Both security and user experience are simplified 1-click authentication, design
essential features for any software system for transparency etc) so the experience is
more seamless
Students will know ● Balance security design of application
● How to implement basic cybersecurity such that efficiency, cost, privacy and
measures that take usability into account ethics are not compromised
● What is a zero trust approach and how to
design for it

Assessments

Formative Assessments
Quiz questions on the following topics:
● Explain how you would design a usability study for a software application you are working on to
also take into account the security requirements? What are some of the key metrics you will
use to decide if the study was useful in building a better user interface while still being
appropriately secure?.
How can you minimize the amount of personal data you collect for your app?
● How can you be transparent in how users data is being used in your app?

Summative Assessments
Exam / end of module quiz / research or presentation projects questions on:
● Tradeoffs between security and usability
● Data privacy and security considerations in application design
● Types of app security (e.g. simplified 1-click authentication, design for transparency etc)
● Balance security design of application such that efficiency, cost, privacy and ethics are not
compromised

Learning Activities
1. In-class activity: Discuss common examples around you of systems that are not as usable
due to higher security requirements. Suggest changes that would balance the two.
2. In-class activity: View this talk on the Security vs. Usability tradeoff and discuss in the context
of social media applications security vs. banking application security:
https://www.youtube.com/watch?v=0Qq41IR3Igc

72
Domain B: Computational Thinking & Algorithms
[SLO CS-12-B-01]

Standard 2:Students will identify and decompose simple and complex problems, create & evaluate
appropriate solutions using computational approaches, and understand and apply common algorithms
used in solving computational problems.

Student Learning Outcomes [SLO CS-12-B-01] Identify and apply complex algorithms on data
structures such as trees and binary search

Knowledge: Skills:
Students will know that Students will be able to
1) Define data structures such as lists, 1) Identify and apply tree algorithm
arrays, trees stack, and queue 2) Traverse trees
2) How to traverse a tree 3) Explain binary search method and predict
a) In-order Traversal results of a binary search algorithm
b) Pre-order Traversal
c) Post-order Traversal
3) How to conduct a binary search
4) Application of tree data structure
5) Application of binary search algorithm

Assessments

Formative Assessments
● Quiz questions on topics related to case studies of trees and students to solve/traverse them

Summative Assessments
● Examination questions on identifying and applying trees algorithm

Learning Activities
●
● Tree traversal: https://www.tutorialspoint.com/data_structures_algorithms/tree_traversal.htm
● Binary search videos & online exercises: https://www.khanacademy.org/computing/computer-
science/algorithms/binary-search/a/binary-search
● Inclass activity / practical on binary search:
https://classroom.thenational.academy/lessons/binary-search-chjked
● Sample lesson plan on binary search including activities like Raffle Tickets, Ping Pong Ball and
Guess My Number to learn about binary trees:
http://csunplugged.mines.edu/Activities/BinarySearch/BinarySearch.pdf

Domain C: Programming Fundamentals

[SLO CS-12-C-01]

Standard: Students will develop, test, debug, and document command-line interface (CLI) applications
in Python

Student Learning Outcome(s):

[SLO CS-12-C-01] Students should be able to understand and evaluate applications of various
programming paradigms.

Knowledge: Skills:
Students will understand… Students will be able to…

73
 ● The purpose of programming language ● Write a Python program using Object
paradigms is to reduce complexity and Oriented Programming to define a class
make code easy to understand for with instance attributes to manage states
programmers
● A high-level view and pros/cons of Object
Oriented Programming
● A high-level view and pros/cons of
functional programming

Assessments

Formative Assessments
Projects / practicals / in-class activities on developing an artefact in the Python programming language
that will use object-oriented programming to manage states

Summative Assessments
Exam questions should include explanations of purpose of programming, function programming, object-
oriented programming and its advantages

Learning Activities
1. In-class activity: Watch a video on OOP & Python and discuss key points, e.g.
https://youtu.be/E40NqsDgYa4
2. Python OOP exercises: https://pynative.com/python-object-oriented-programming-oop-
exercise/

[SLO CS-12-C-02]

Standard: Students will develop, test, debug, and document command-line interface (CLI) applications
in Python

Student Learning Outcome(s):

[SLO CS-12-C-02] Students should be able to use more advanced programming constructs such as
data structures (lists etc.), file handling (disk IO to write to storage), and databases in Python.

Knowledge: Skills:
Students will understand… Students will be able to…
1. The purpose of a list is to store an ordered ● Write and execute programs to create
list of elements and add/remove items in a list in Python
2. What is importance of disk I/O? ● Construct and retrieve values from a
3. File handling methods and file operations dictionary in Python
(Create, Read and Write, etc) ● (Advanced) Write and execute a Python
4. The purpose of a dictionary is to store key- program that can construct a dictionary
value pairs based on user input, and can print a
5. Given a key, finding a value in a dictionary value whose key is input from the user.
is faster than in a list ● Write and execute programs that create
6. What is the use of database and writes to the file
7. Introduction to a database tool (e.g. MS ● Read existing files
Access, MySQL, etc) ● Create and manage database in Python
8. Data normalization up to third form ● Create & update tables
9. Primary key, secondary key, etc ● Data normalization up to third form
10. How to connect databases with python ● Select from tables (How to add, delete
programming and edit records)
● Select with filter (where statement)
● Sort results (Order by statement)

74
 ● (Advanced) Create GUI based programs
using Pygame or Tkinter

Assessments

Formative Assessments
Quiz questions on topics such as:
● The purpose of a list
● The purpose of a dictionary
● Finding values in a dictionary vs. list

Summative Assessments
Exam questions on following topics:
● Constructing dictionaries in Python
● Retrieving values from a dictionary in Python
● Writing and executing a Python program that can construct a dictionary based on user input,
and can print a value whose key is input from the user.

Learning Activities
1. Mini-drills to learn about dictionaries in Python: https://towardsdatascience.com/12-examples-
to-master-python-dictionaries-5a8bcd688c6d
2. In-class activity / practicals: Python projects that use dictionaries, e.g. https://favtutor.com/blog-
details/7-Python-Projects-For-Beginners
3. Create a mini-game using dictionaries, e.g. Hangman: https://favtutor.com/blog-details/7-
Python-Projects-For-Beginners

[SLO CS-12-C-03]

Standard: Students will develop, test, debug, and document command-line interface (CLI) applications
in Python

Student Learning Outcome(s):

[SLO CS-12-C-03] Students should be able to implement complex algorithms that use lists etc. in
Python

Knowledge: Skills:
Students will understand… Students will be able to…
● The concept of a nested list (list within a ● Write, execute and debug a Python
list) program that reads a text file from disk
● A list as a value within a dictionary and prints the number of occurrences of
each letter of the alphabet

Assessments

Formative Assessments
Quiz questions on topics such as:
● Nested lists (list within a list)
● A list as a value within a dictionary

Summative Assessments
Examination questions / practicals on writing, executing and debugging Python programs that read a
text file from disk and prints the number of occurrences of each letter of the alphabet

Learning Activities

75
 1. Count the number of times a letter appears in a text file in Python
https://www.geeksforgeeks.org/count-the-number-of-times-a-letter-appears-in-a-text-file-in-
python/
2. https://www3.ntu.edu.sg/home/ehchua/programming/webprogramming/Python_FileText.html

[SLO CS-12-C-04]

Standard: Students will develop, test, and debug Python code

Student Learning Outcome(s):

[SLO CS-12-C-04] Students will determine more advanced techniques (unit tests, breakpoints,
watches) for testing and debugging their code in Python

Knowledge: Skills:
Students will understand… Students will be able to…
● The purpose of a unit test ● Write a unit tests for the functions in their
● Debugging allows programmers to analyze code
code as it runs ● Use a print statement to help debug bugs
in their code

Assessments

Formative Assessments
Practical / lab exercises on identifying & resolving errors in computing problems using test functions
and breakpoints.

Summative Assessments
Quiz / exam / practical on computing problems with errors and students to identify errors using test
functions and breakpoints.

Learning Activities
● Basic workflow debugging for Python programming using print statements (example step by
step guide here: https://www.codementor.io/@allisonf/how-to-debug-python-code-beginners-
print-line-du107ltvx )
● Instructors can use this YouTube video as a reference:
https://www.youtube.com/watch?v=r0JvqH6OWKQ

Domain D: Data and Analysis

[SLO CS-12-D-01]

Standard 1: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret data
Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.
Standard 3: What is AI and machine learning, and how does it relate to data and data science

Student Learning Outcomes: [SLO CS-12-D-01] Students will be able to analyse data and identify
key model performance metrics of real-world machine learning models.

Knowledge: Skills:

76
 Students will understand… Students will be able to…
● The difference between machine learning ● Apply machine learning to a real world
and rule based algorithms. problem (using Excel, Python, or R,
● The basics of machine learning model Jupypter notebooks etc.)
building, i.e., feature engineering, train-test ●
split and model assessment ● Interpret the results of the model output
● They will learn how “learning from the including features with most impact
data” works and which algorithms fit which ● Assess model with metrics appropriate for
data structures best. the algorithm type and improve on the
● The difference between predictive model using hyperparameter tuning
outcomes vs. causality ● (Advanced) Build a simple machine
● (Advanced) Model interpretation and use learning model from data collection and
cases cleaning to model assessment with
features as inputs and predictive values
as the outcome and they will be able to
explain the meaning of these results in a
real world scenario.
● (Advanced) Evaluate the model using
various metrics and assess the model
with a validation dataset.

Formative Assessments
In class (group exercise)- Discuss differences between predicting continuous vs categorical variables.
In class (group exercise)- Which metric will be useful in performance measurement for continuous vs
categorical variables.
Lab 1 Exercise: LAB 4C: Cross-Validation - Introduction to Data Science Curriculum (idsucla.org)
Lab 2 Exercise: LAB 4D: Interpreting Correlations - Introduction to Data Science Curriculum
(idsucla.org)
Lab 3 Exercise: LAB 4H: Finding Clusters - Introduction to Data Science Curriculum (idsucla.org)
Summative Assessments
Quiz 1 - Write and explain the different steps in building a predictive model.
Quiz 2 - Give 10 types of different predictive models and ask students to place them as continuous or
categorical.

Learning Activities
1. Similar Lab Activities : See the Labs 4.6.1& 4.6.2 in Book: An Introduction to Statistical
Learning: with Applications in R | SpringerLink . This book can be downloaded online via this
link.
2. Students can do further Lab work with online courses such as “Data Science Foundations” from
www.coursya.com Teachers can identify activities based on student skill level.
3. Potential curriculum resource textbook:
https://curriculum.idsucla.org/IDS_Curriculum_v_5.0/1_IDS_Curriculum_v_5.0/IDS_Intro%2BU
nit1_v%206.0_FINAL.pdf

[SLO CS-12-D-02]

Standard 1: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret data.

Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.

Standard 3: What is AI and machine learning, and how does it relate to data and data science.

77
 Student Learning Outcomes [SLO CS-12-D-02] Students will explain and create a data visualization
using data visualization software (for example, Structured Query Language (SQL), Python, or R)

Knowledge: Skills:
Students will know… Students will be able to
● Data storytelling ● Identify their own data set from the
● read and critique published data stories internet or known surveys
and visualizations ● Use R or Python to create visualization
● How to formulate questions, identify ● (Advanced) Do data scraping. Use HTML
existing data sets, and evaluate how the and XML formats.
new data stories compare against the old. ● (Advanced) Download open source data
from Kaggle, NASA, government
websites, (IRIS or TITANIC from sites
Students will know such as https://www.kaggle.com/).
● Know techniques of descriptive statistics, ● (Advanced) Set up python environment
to construct multiple views of data in an and apply Python functions
attempt to uncover new insights.

Assessments
In class presentation of the project..
Formative Assessments
Weekly check in with teacher to monitor progress of project
Summative Assessments
Group Project or Individual Project: Students identify a data set of their choice.
1. Pick a topic and build a story using the data and create data visualizations.
2. Identify bias in data, data collection methodology and other use cases of the data.

Learning Activities
1. Identify a dataset: See the Labs and Data set in Book: An Introduction to Statistical Learning:
with Applications in R | SpringerLink . This book can be downloaded online via this link.
2. If there is no access to the internet the students can access datasets within the R and Python
data libraries.
3. If there is access to internet students should sign up for courses such as “Learn Python Basics
for Data Analysis” on openclassrooms.com as part of Lab exercises
a. Set up python environment
b. Use fundamental functions and objects in Python

[SLO CS-12-D-03]

Standard 1: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret data.

Standard 2: Students will get an introduction to the relational data model, relational database engines,
and SQL and how to design good schemas.

Standard 3: What is AI and machine learning, and how does it relate to data and data science

Student Learning Outcomes: Advanced SLO

[SLO CS-12-D-03] Students will learn how to form hypotheses and perform hypothesis testing.
Students will learn to communicate findings using advanced data visuals and tie them back to
hypotheses.

Knowledge: Skills:
Students should be able to understand Students will be able to…

78
 ● P-values and significance testing
● Null and Alternative Hypothesis ● Compare a P-value to a significance level
● Concepts and definitions of hypothesis to make a conclusion in a significance
testing test
● Write null and alternative hypothesis
Students will know about ● Estimate a P-value from a simulation
● simple hypothesis testing ● Use P-value to make a conclusion
● P-values and significance tests and ● Draw a visual graph/bar chart or
making conclusions using statistics histogram to tie it back to the conclusion
● Using visuals to support hypothesis ● (Advanced) Perform F-tests, Chi-Square
Tests and complete the remaining
modules on Hypothesis Testing &
Statistics - Videos & Lessons | Study.com

Formative Assessments
In class (group exercise)- Identify a Null and Alternative Hypothesis from data provided in class (use
Khan Academy samples)

In class exercise: Take an example data set/ exercise used in [SLO CS-11-D-02] and tie it back to
hypothesis tests/p values and significance testing.

In class discussion and exercise: Visual exploration of statistical testing: See Developing the Theory of
Hypothesis Testing: An Exploration | Statistics Teacher

Lab Exercise: Visualizing Hypothesis Testing A Guide on How to Simulate and Visualize Hypothesis
Tests Using Python Code | by Hamid Omar | Analytics Vidhya | Medium

Summative Assessments
Quiz or take a home exam. Can be broken down into multiple Quizs: Hypothesis Testing & Statistics -
Practice Test Questions & Chapter Exam | Study.com
Step-by-Step Lab exercise in R or Python based on learnings from Developing the Theory of
Hypothesis Testing: An Exploration | Statistics Teacher

Learning Activities
Teaching guide for Hypothesis Testing see link: Hypothesis Testing & Statistics - Videos & Lessons
| Study.com Follow the lesson and corresponding Quizzes. You will have to create an account to
access worksheets and detailed quizzes.
1. What is Hypothesis Testing? - Definition, Steps & Examples - Video & Lesson
Transcript | Study.com
2. Hypothesis Testing for Single Samples: Definition & Examples | Study.com
3. Hypothesis Testing for Multiple Samples: Definition & Examples | Study.com
In class or Homework assigned: Watch Hypothesis Testing Videos and links to Google Classroom: Unit
12 Lesson 1 Khan Academy: Simple hypothesis testing (video) | Khan Academy
Visualization of data and linking to statistical tests: Developing the Theory of Hypothesis Testing: An
Exploration | Statistics Teacher

See Page 67-68 examples of Hypothesis Testing using the Advertising Dataset in An Introduction to
Statistical Learning: with Applications in R | SpringerLink . This book can be downloaded online via this
link.
1. Exercise 3.7 Question 1 - Hypothesis Testing, Question 8 - Data Visualization Question 11 -
Hypothesis testing (Advanced)

79
Domain E: Applications of Computer Science
[SLO CS-12-E-01]

Standard:
Benchmark I: Students learn about different technologies that support the latest applications of CS and
their relevance to Pakistan.
Benchmark II: Students learn about data techniques in AI applications and the social implications of
technology.

Student Learning Outcome(s):

[SLO CS-12-E-01] Students should be able to design ideas of applications relevant to Pakistan using
IoT, Cloud computing, and Blockchain

Knowledge: Skills:
Students will understand… Students will be able to…
● That IoT applications are applicable to ● Brainstorm and determine if a particular
Pakistan be able to come up with ideas on idea of an application is useful in the
what applications are needed in the Pakistani contextCS-09-E-02
community

Assessments

Formative & Summative Assessments

Exam or quiz assessment questions / inclass discussions / research projects on:
● Local applications of IoT
● Pros and cons of using IoT in Pakistan

Sample question could be:

● How could IoT (robots, drones, remote sensors, and computer imaging) help rural smallholder
farmers in Pakistan?

Learning Activities
Recall the applications we have studied and start a discussion of how IoTs, Blockchains, and Cloud
computing can be used to solve problems in Pakistan in different domains.

[SLO CS-12-E-02]

Standard:
Benchmark I: Students learn about different technologies that support the latest applications of CS and
their relevance to Pakistan.
Benchmark II: Students learn about data techniques in AI applications and the social implications of
technology.

Student Learning Outcome(s):

[SLO CS-12-E-02] Students should be able to describe deep learning and its applications

Knowledge: Skills:
Students will understand… Students will be able to…
● The relationship between neural networks ●
and deep learning networks ● Identify applications of neural and deep
● Understand the deep learning networks learning networks
help us extract features from a given
dataset

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 Assessments

Formative & Summative Assessments

Exam & quiz assessment questions on:
● Definitions, description, and relationship between neural networks and deep learning networks
● Extracting features from a given dataset using deep learning networks

Learning Activities
● Activity: Research and discuss applications of neural networks
https://www.projectpro.io/article/neural-network-projects/440
● Neural network project ideas: https://www.upgrad.com/blog/neural-network-project-ideas-
topics-beginners/
● Understanding Neural Networks with High School Math:
https://ai.plainenglish.io/understanding-neural-networks-with-high-school-math-8a54efe7b8fd
● Inclass discussion on article: A Hands On Introduction to Deep Learning from a High School
Perspective https://towardsdatascience.com/a-hands-on-introduction-to-deep-learning-from-a-
high-school-perspective-41be62ef00a7

[SLO CS-12-E-03] & [SLO CS-12-E-04]

Standard:
Benchmark I: Students learn about different technologies that support the latest applications of CS and
their relevance to Pakistan.
Benchmark II: Students learn about data techniques in AI applications and the social implications of
technology.

Student Learning Outcome(s):

[SLO CS-12-E-03] Students should be able to assess policies that can help protect different
stakeholders' interests
[SLO CS-12-E-04] Students should be able to evaluate scenarios with data sharing and privacy
conflicts and suggest policy decisions that can help achieve acceptable compromises.

Knowledge: Skills:
Students will understand… Students will be able to…
● Data sharing and privacy have conflicting ● Think critically about data sharing and
requirements. privacy conflicts and develop the ability to
● Each policy decision with conflicting evaluate different perspectives and
interests requires compromises. arguments.
● Articulate their viewpoints and respond to
opposing views. They will also develop
their ability to express complex ideas and
information in a clear and concise
manner.
● Collaborate, communicate, and negotiate
with one another
● Suggest policy decisions to mitigate data
sharing and privacy conflicts

Assessments

Formative Assessments
Quiz / inclass discussions and activities on data sharing and privacy conflicts

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 Summative Assessments
Policy document on a case study of conflicts between data sharing and privacy

Learning Activities

1. Case Study Analysis: Provide students with case studies of real-life scenarios that have data
sharing and privacy conflicts, such as the Cambridge Analytica scandal, and ask them to
evaluate the situation and suggest policy decisions that can help achieve acceptable
compromises. This exercise will allow students to practice analyzing and evaluating real-world
examples of data sharing and privacy conflicts and develop their critical thinking skills.

2. Debate: Divide the class into two groups and assign each group a stance on a data sharing and
privacy conflict. For example, one group could argue that social media companies should be
required to share user data with the government to prevent terrorism, while the other group
could argue that this would be a violation of privacy rights. This exercise will allow students to
practice arguing their points of view and develop their communication and collaboration skills.

3. Policy Writing: Ask students to work in groups to draft a policy document that outlines how
organizations should handle data sharing and privacy conflicts. The policy document should
consider the benefits and drawbacks of data sharing, as well as the importance of protecting
individuals' privacy rights. This exercise will allow students to practice working collaboratively,
developing policy proposals, and understanding the nuances of data sharing and privacy.

4. Create an activity that requires taking an example of data sharing and privacy conflicts in the
news or online. Students evaluate the situation and suggest policy decisions that could help
resolve the conflict.

Domain F: Impacts of Computing

[SLO CS-12-F-01]

Standard Application of personal privacy and network security to the use of computing

Student Learning Outcomes [SLO CS-12-F-01] Identify and apply safe practices when collaborating
on digital or online platforms.

Knowledge: Skills:
Students will understand… Students will be able to…
● The necessity of security protocols for the
secure storage and transmission of data ● Apply basic security methods to
● When and how their information is computing applications they create
collected and used ● Evaluate the kinds of security protocols
being used by different computing
● Giving away private information can make systems and devices
it easier for your identity to be stolen ● Identify security threats in the use of
different computing applications and
Students will know… devices
● Different types of cyber attacks:DDoS ● Troubleshooting issues to support
attack, ransomware, spyware, viruses, security of systems and applications
phishing, ● Find a cybersecurity threat and be able to
● Different security methods used: 2FA, apply strategies to correct it
biometric verification
● Basics of cryptography and the common

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 ciphers used for safe transmission of data

Assessments

Formative Assessments
Quiz questions on topics such as:
● Explain common network attacks and how they happen.
● How can we detect intrusions? (checking logs, firewall rules, intrusion detection systems - IDS)
● What are some recommended approaches for mitigating or preventing network attacks?

Summative Assessments
Examination questions on common ciphers used for encryption and decryption of data

Learning Activities
● Divide the class into groups. Ask the groups to create a protocol that will allow one classmate
to send another classmate a note, without the need for talking to each other.
● Trace a website request from the server, through the network, and to your computer.
● There are many kinds of network attacks including DNS spoofing, DoS/DDoS, Waterhole
attacks, fake WAP, eavesdropping. Describe each of these and give strategies to mitigate
these attacks.
● Students will differentiate between cybersecurity and cryptography.
● Cryptography is the science of concealing messages with a secret code.Students should see
examples of common ciphers used for encryption and decryption of information such as the
ceaser cipher, shift cipher, substitution cipher.

[SLO CS-12-F-02]

Standard Application of personal privacy and network security to the use of computing

Student Learning Outcomes [SLO CS-12-F-02] Discuss security threats and mitigation such as 2FA,
biometric verification, and secure techniques for transmitting data etc.

Knowledge: Skills:
Students will understand… Students will be able to…
● The necessity of security methods for the
storage and transmission of data ● Apply basic security methods to
○ Different security methods used: computing applications they create
2FA, biometric verification ● Evaluate the kinds of security protocols
○ Basics of cryptography and the being used by different computing
common ciphers used for safe systems and devices
transmission of data ● Identify security threats in the use of
● When and how their information is different computing applications and
collected and used devices
● Troubleshooting issues to support
● Giving away private information can make security of systems and applications
it easier for your identity to be stolen ● Find a cybersecurity threat and be able to
apply strategies to correct it
Students will know…
● Different types of cyber attacks:DDoS
attack, ransomware, spyware, viruses,
phishing etc.

Assessments

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 Formative Assessments
Quiz assessment questions on topics such as:
● Explain common network attacks and how they happen.
● How can we detect intrusions? (checking logs, firewall rules, intrusion detection systems - IDS)
● What are some recommended approaches for mitigating or preventing network attacks?

Summative Assessments
Examination questions on topics such as:
● Common ciphers used for encryption and decryption of data?

Learning Activities
● Divide the class into groups. Ask the groups to create a protocol that will allow one classmate
to send another classmate a note, without the need for talking to each other.
● Trace a website request from the server, through the network, and to your computer.
● There are many kinds of network attacks including DNS spoofing, DoS/DDoS, Waterhole
attacks, fake WAP, eavesdropping. Describe each of these and give strategies to mitigate
these attacks.
● Students will differentiate between cybersecurity and cryptography.
● Cryptography is the science of concealing messages with a secret code.Students should see
examples of common ciphers used for encryption and decryption of information such as the
ceaser cipher, shift cipher, substitution cipher.

[SLO CS-12-F-03]

Standard The environmental, cultural and human impact of computing and assistive technologies for
the modern world

Student Learning Outcomes

[SLO CS-12-F-03] Collaborate on strategies to provide equity and equal access to information

Knowledge: Skills:
Students will understand… Students will be able to…

● The need to develop computational ● Communicate with others on the design

perspectives that are valuable for their of computing technologies
future career ● Strategize to improve collaborations
● The need for collaborations to improve between different teammates using
designs of computing applications technology resources
● Create artifacts that address issues of
equity in terms of access to information
● Explore collaborative tools for use online
for example Google Drive, Slack, Trello
etc.

Assessments

Formative Assessments
Group project: Collaborate with people who are not located in the same city as you on the creation of
a digital artifact. Take memos during this process of any difficulties you encounter such as access to
computers or online resources. How did you tackle these challenges during your collaboration? At the
end of the unit, provide recommendations for collaborative tools that can address some of the issues
you identified during the creation of your digital artifact.

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 Summative Assessments
Examination questions on collaborative tools used online and recommendations on how they can be
improved.

Learning Activities
● Group discussions in class: How are digital applications supporting collaborations and what are
some safety concerns for users?
● Test out different collaborative tools online such as google docs, GitHub.
● Brainstorm on the design of a collaborative tool that will facilitate your work while studying this
unit. Come up with a list of user requirements and share with your class to get feedback from
others.
● Students should be asked to reflect on why feedback from others is important during
collaborations on computing applications?

Domain G: Digital Literacy

[SLO CS-12-G-01]

Benchmark I: Use digital tools to design and develop a significant digital artifact through research
design, data collection, and communication.

Student Learning Outcomes: [SLO CS-12-G-01] Students will create an artefact that answers a
research question, communicates results and conclusions through digital resources or tools

Knowledge: Skills:
Students will understand… Students will be able to…
● How to perform advanced searches to ● Perform advanced searches to locate
location information a research topic information
Students will know… ● Create an artifact that answers a
● How to use digital tools to communicate research question, communicates results
results and conclusions and conclusions through digital resources
or tools

Assessments
Formative Assessments
● In class assignments / projects on topics such as:
○ Design & implementation of data collection to answer a research question
○ Present data collected using appropriate digital tools
● Quiz on topics such as:
○ Case studies of successful representations of data
○ Use of data collection approaches for various cases

Summative Assessments
● Case studies of digital artefacts testing student knowledge for (1) best tools to communicate
various types of information (2) Appropriate use of tools (i.e. layouts, formatting, editing,
graphics, appearance & alignment etc.)
● Practical: summative project submission of a key idea using an appropriate digital tool

Learning Activities
1. Research Project Guide - A Handbook for Teachers and Students to using data
https://www.humbleisd.net/cms/lib/TX01001414/Centricity/Domain/29/researchguideHS.pdf
2. Collecting Data in Your Classroom
https://kstatelibraries.pressbooks.pub/gradactionresearch/chapter/chapt5/

85
 3. How-To Guide for Research Projects for High School Students
https://pioneeracademics.com/2022/11/20/how-to-guide-for-research-projects-for-high-school-
students/
4. Teacher's Guides and Analysis Tool - Primary Source Analysis Tool for Students
Students can use this simple tool to examine and analyze any kind of primary source and
record their responses
https://www.loc.gov/programs/teachers/getting-started-with-primary-sources/guides/

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 Part 2: Entrepreneurship in Digital Age 9-12

87
Curriculum Guide: Domain A Entrepreneurship In the Digital Age (9-12)

GRADE 9

[SLO EN-09-A1-01]

Standard: Students will learn how to identify problems and create and present business solutions

Student Learning Outcome(s) [SLO EN-09-A1-01]: Students identify a problem and create a business
using design thinking

Knowledge: Skills:
Students will understand: Students will be able to:
● Skills needed for problem solving: 4Cs ● Define a problem in their local context
of the 21st century (collaboration, critical ● Categorize the problem according to SDGs
thinking, creativity, communication) ● Use design thinking to create a solution
● Define design thinking as a process ● Identify advantages of having a growth mindset
which includes: in entrepreneurship
○ Empathizing to discover the
problem [Advanced] Evaluate business success using the triple
○ Defining or interpreting the bottom line (people, profit, planet)
problem
○ Ideating on how to solve the
problem
○ Experimenting or prototyping
the solution
○ Evolving the solution as
insights redefine the problem
● How to define & articulate an
entrepreneurial solution to address a
local or global problem
● Sustainable development goals (SDGs)
as the world’s development goals, and
linking these SDGs to potential
problems that need resolving
● Growth mindset vs. fixed mindset

Assessments
Formative Assessments
● Case studies: Students can look at successful businesses around the world and try to articulate the
problem they are facing
● Projects: Students can define local or global problems and identify business ideas that can solve
these problems
● In-class activities: Students can present business ideas that solve local or global problems

Summative Assessments
● Exam / Quiz / case studies / project regarding:
o Using design thinking to create an entrepreneurial solution to address a local or global
problem

Learning Activities

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 ● Growth vs. fixed mindsets: Students can watch a video on growth mindsets and discuss learnings
as a group. Examples of videos could be:
o Growth vs. fixed mindset: https://www.youtube.com/watch?v=M1CHPnZfFmU
o TEDx talk on what growth mindsets means for kids: https://youtu.be/66yaYmUNOx4
● The Problem-Definition Process using design thinking: https://www.theagileelephant.com/what-is-
design-thinking/
● Think, pair, share: students can read and summarize an article or video on the problem-definition
process (e.g. https://www.ideo.com/datascope/how-to-solve-a-problem-in-3-steps,
https://hbr.org/2012/09/are-you-solving-the-right-problem or https://youtu.be/uvw-u99yj8w)
● Brainstorming: students should brainstorm on local & global problems, and link them to sustainable
development goals
● Triple bottom line: Students can research & evaluate companies using the triple bottom line
● https://elearning.scranton.edu/resources/article/triple-bottom-line/
● IDEO Method cards regarding problem identification, source:
https://static1.squarespace.com/static/57c6b79629687fde090a0fdd/t/58890239db29d6cc6c3338f7/
1485374014340/METHODCARDS-v3-slim.pdf
● Reflection: Students should reflect on 4Cs of the 21st century (collaboration, critical thinking,
creativity, communication) and how they applied them when they were coming up with their
business idea
● Field visit to an industrial / business cluster, SMEDA, private sector institutions such as business
incubation centers, or coworking spaces.
● Speaking session with an entrepreneur or representative from the entrepreneurship space like a
incubation center or SMEDA representative etc

[SLO EN-09-A1-02]

Standard: Students will learn how to identify problems and create and present business solutions

Student Learning Outcome(s): [SLO EN-09-A1-02]: Students will use digital tools to create and present a
business plan for an entrepreneurial solution.

Knowledge: Skills:
Students will understand: Students will be able to:
● Key elements of a business plan containing at ● Create a business plan using digital
least the following tools like MS Word or Google Docs to
○ Market size (in terms of TAM total communicate their business problem,
addressable market, SAM Serviceable suggested solution, and financial
Available Market, and SOM Serviceable feasibility
Obtainable Market) ● Evaluate a business plan using criteria
○ Solution product/service & unique such as communication, feasibility,
selling proposition market potential etc.
○ Financial feasibility
○ Go to market strategy
● How to collect & synthesize information to
create a business plan
● How to evaluate a business plan

Assessments
.

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 Formative Assessments
● Case studies: Students can look at business plans of successful companies and evaluate them
● Projects: Students can create a business plan, or evaluate business plans of peers

Summative Assessments
● Exam / Quiz / case studies / project regarding:
Business plans to articulate an entrepreneurial solution to address a local or global problem

Learning Activities
● Market sizing: students can conduct primary and secondary research on how to identify the TAM
total addressable market, SAM Serviceable Available Market, and SOM Serviceable Obtainable
Market for their business
● Market sizing:
o Students can refer to www.smeda.org.pk to get market size of various sectors
● Financial feasibility:
o Sources of information / data for market estimation, growth trends for projections can be:
Pakistan Bureau of Statistics (PBS), Chamber of commerce, trade associations, ITC’s
www.trademap.org etc.
o Students can look at annual reports for listed organizations
● Solution product/service: students can identify their unique selling proposition compared to
competitors
● Financial feasibility of a business idea: student should create financial projections for revenue and
costs as they grow
● Go to market strategy: students should conduct some research and identify the best channel go-to-
market strategy for their business
o Students can use online selling platforms and e-commerce as part of go to market strategy
● Peer review: students should evaluate their peers business plans and give feedback
● IDEO Method cards regarding business solutions, source:
https://static1.squarespace.com/static/57c6b79629687fde090a0fdd/t/58890239db29d6cc6c3338f7/
1485374014340/METHODCARDS-v3-slim.pdf

GRADE 10

[SLO EN-10-A1-01]

Standard: Students will learn how to identify problems and create and present business solutions

Student Learning Outcomes: [SLO EN-10-A1-01]: Students will use digital tools to conduct research to
collect market insights for an entrepreneurial solution

Knowledge: Skills:
Students will understand… Students will be able to…
● Quantitative and qualitative research ● Create and implement a research plan to
methods and when to apply them. collect market insights for their business
● How to design questions and collect results idea
for various methodologies ● Use digital tools for survey collection, such
● How to interpret research results, as online questionnaires (Google forms,
particularly in regards to bias in sample survey monkey) or MS excel for recording
selection and correlation vs. causation survey results

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 ● How to use research to validate business ● Synthesize and present results using digital
idea tools such as word processing applications
● How to use research to create customer ● Clearly link research insights to business
profiles idea
● Conduct research to create customer
profiles

Assessments

Formative Assessments
Case studies on correct/incorrect interpretation of research results
Project: Create questionnaire/ survey/ interview for your business idea, conduct research, and present
results

Summative Assessments
Project: presentation of research results to inform a business idea
Case studies to evaluate correct or incorrect interpretations of research results

Learning Activities
● Case studies on data biases, such as those listed below:
o Survivorship bias: https://www.trevorbragdon.com/when-data-gives-the-wrong-solution/
o Funny correlations: https://www.fastcompany.com/3030529/hilarious-graphs-prove-that-
correlation-isnt-causation
o Common cognitive biases: https://thebusinessprofessor.com/en_US/management-
leadership-organizational-behavior/common-biases-and-errors-in-decision-making
o Selection bias in medical trials: https://youtu.be/FIwBcvgDEHM
● Activities on questionnaire design:
o Read & summarize learnings from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4797036/
o Identify open ended or close ended questions
● Project: Conduct primary research such as focus groups with your classmates or quantitative
survey of community, friends, and / or family members
● Project: Conduct in-depth interviews to identify customer profiles for business
● Reflection: Students should reflect on 4Cs of the 21st century (collaboration, critical thinking,
creativity, communication) and how they applied them when they were conducting their research
● IDEO Method cards regarding research, source:
https://static1.squarespace.com/static/57c6b79629687fde090a0fdd/t/58890239db29d6cc6c3338f7/
1485374014340/METHODCARDS-v3-slim.pdf

[SLO EN-10-A1-02]

Standard: Students will learn how to identify problems and create and present business solutions

Student Learning Outcomes: [SLO EN-10-A1-02]: Students will learn how to pitch a business idea

Knowledge: Skills:
Students will understand… Students will be able to…
● Components of a successful business pitch ● Create an investor business pitch in a
● Components of a successful elevator pitch presentation software like MS PowerPoint,

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 ● Define effective communication skills required Google slides, or free online tools like Canva
to best articulate a business idea or pitch.com
● Difference between a business plan and a ● Utilize effective communication skills to
pitch document deliver the pitch

Assessments

Formative Assessments
Case studies on correct/incorrect interpretation of research results
Project: Create questionnaire/ survey/ interview for your business idea, conduct research, and present results

Summative Assessments
Project: presentation of research results to inform a business idea
Case studies to evaluate correct or incorrect interpretations of research results

Learning Activities
● Case studies: Evaluate effective communication
o Using rubrics such as:
▪ 7 C’s of effective communication: clear, concise, concrete, correct, coherent,
complete, and courteous
▪ confidence, clarity, objectiveness, consciousness, body language, attentiveness,
assertiveness, diligence, emotional intelligence, decisiveness, active listening and
non-verbal cues
o Steve Jobs as an effective communicator:
https://www.forbes.com/sites/tjwalker/2011/10/06/why-steve-jobs-was-the-ultimate-
communicator/?sh=57b830cb5a5e
o Simon Sinek on Nike’s Phil Knight: https://youtu.be/XDFGe4cVeGM
● Evaluate business plans of successful startups, such as those listed in the following sites:
o https://www.cbinsights.com/research/billion-dollar-startup-pitch-decks/
o https://pitch.com/blog/15-great-pitch-decks-from-successful-startups
● Students can research design best practices and apply suggestions to best communicate business
idea, using articles like: https://www.ycombinator.com/library/4T-how-to-design-a-better-pitch-deck
● Think, pair, share: Students can watch and discuss key learnings from videos on how to create a
successful pitch, such as this one: https://youtu.be/XWRtG_PDRik
● Create and practice an elevator pitch, or have a competition for the best elevator pitches
● Reflection: Students should reflect on 4Cs of the 21st century (collaboration, critical thinking, creativity,
communication) and how they applied them when they were conducting their research

Grade 11
[SLO EN-11-A1-01]

Standard: Students will learn how to build successful products or services by creating and testing prototype
and launching a minimum viable product

Student Learning Outcomes: [SLO EN-11-A1-01]: Students will create, test, and iterate a prototype for a
business idea

Knowledge: Skills:
Students will understand… Students will be able to…
● What is prototyping and why is it important ● Design, build and test the prototype
● How to design and test a prototype ● Derive learnings from prototype testing

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 ● Iterate business solution based on prototype
test results

Assessments

Formative Assessments
Assessment questions on
• What is prototyping and why is it important
• How to design and test a prototype
Inclass activities on designing a prototype

Summative Assessments
Project: presentation of prototype, or results of prototype testing
Case studies to elements of prototyping process

Learning Activities
● Read and discuss learnings on prototyping from articles such as:
o IDEO prototyping the shopping cart: https://youtu.be/M66ZU2PCIcM
o Make Your Ideas Tangible Through Prototypes: https://www.ideou.com/blogs/page/make-
your-ideas-tangible-through-prototypes
o Prototyping service: https://www.ideo.com/blog/3-tips-to-help-you-prototype-a-service
o Acumen Academy blog: https://blog.acumenacademy.org/prototyping-design-process-
pressure-test-ideas
● Create a prototype for your business idea in one hour. Now iterate and create a prototype over a few
weeks.
● Technical resources and colleges can be contacted for assistance in developing prototypes
particularly engineering product.
● Reflection: Students should reflect on 4Cs of the 21st century (collaboration, critical thinking, creativity,
communication) and how they applied them when they were developing & testing their prototype
Grade 12
[SLO EN-12-A1-01]

Standard: Students will learn how to build successful products or services by creating and testing prototype
and launching a minimum viable product

Student Learning Outcomes: [SLO EN-12-A1-01]: Students will create a minimum viable product for their
business

Knowledge: Skills:
Students will understand… Students will be able to…
● What is minimum viable product (MVP) ● Design, create, and test an MVP for a
● Difference between MVP and prototype business idea for their beachhead market
● What is the Riskiest (Business Model)
assumption and how to identify it
● How to design a test using an MVP
● How to identify “beachhead market” for MVP
testing

Assessments

Formative Assessments
Case studies: Review/reflection on how successful businesses first created their MVPs

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Summative Assessments
Project: Create MVP and test through a soft launch of business to beachhead market

Learning Activities
● Case studies of MVP of some companies such as:
▪ Dropbox: https://youtu.be/7QmCUDHpNzE
▪ Door Dash https://youtu.be/MRfgomazu9o
▪ AirBnB https://www.quora.com/What-did-Airbnb-MVP-look-like/answer/Kevin-
Kononenko
● Class activity: Review methods on how to create a MVP and make your own MVP plan. Examples of
methods of creating MVPs are:
o https://www.teachingentrepreneurship.org/how-to-teach-mvp/
o https://onix-systems.com/blog/how-to-build-a-successful-mvp
● Beachhead market:
o Review articles on best strategy to identify beachhead market:
https://corporatefinanceinstitute.com/resources/management/beachhead-strategy/
o Conduct primary and secondary research on beachhead market for their business idea
● Project: create & test MVP for business
● Reflection: Students should reflect on 4Cs of the 21st century (collaboration, critical thinking, creativity,
communication) and how they applied them when they were developing & testing their minimum viable
product

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