programming...national security; b. assessing the role of national interest in shaping foreign...

Programming 6640 36 weeks

Instructional Framework for Business and Information Technology

Acknowledgments The components of this instructional framework were developed by the following curriculum development team members:

Marc Bloom, Vice President of Core Infrastructure, Virginia Credit Union, Richmond Selwyn Lawrence, Instructor, South Lakes High School, Fairfax County Public Schools Kirsten Poland, Instructor, Washington-Liberty High School, Arlington County Public Schools Dr. David Raymond, Director, IT Security Office and Lab, Virginia Tech, Blacksburg Brian Taylor, Instructor, Franklin Military Academy, Richmond City Public Schools Jeffery Timmerman, Instructor, Brooke Point High School, Stafford County Public Schools Michael Weber, Instructor, Advanced Technology Center, Virginia Beach City Public Schools Renee Wilder, Data Analyst, Virginia Commonwealth University Health, Richmond

Correlations to the Virginia Standards of Learning were reviewed and updated by:

Leslie R. Bowers, English Teacher (ret.), Newport News Public Schools Vickie L. Inge, Mathematics Committee Member, Virginia Mathematics and Science Coalition Anne F. Markwith, New Teacher Mentor (Science), Gloucester County Public Schools Michael L. Nagy, Social Studies Department Chair, Rustburg High School, Campbell County Public Schools

Sandy Mills, State Specialist for the Virginia FBLA-PBL, reviewed and updated the FBLA correlations.

The framework was edited and produced by the CTE Resource Center:

Nathan K. Pope, Writer/Editor Kevin P. Reilly, Administrative Coordinator

2

Virginia Department of Education Staff

Judith P. Sams, Specialist, Business and Information Technology and Related Clusters J. Anthony Williams, Curriculum and Instruction Coordinator

Dr. David S. Eshelman, Director, Workforce Development and Initiatives George R. Willcox, Director, Operations and Accountability

Office of Career, Technical, and Adult Education Virginia Department of Education

Copyright © 2020

Course Description Suggested Grade Level: 10 or 11 or 12

Students in the Programming course explore programming concepts, use algorithmic procedures, implement programming procedures with one or more standard languages, and master programming fundamentals. Coding is used throughout the course. Graphical user interfaces may be used as students design and develop interactive multimedia applications, including game programs. In addition, students employ hypertext markup language (HTML) or JavaScript to create web pages. Students develop their employability skills through a variety of activities. Recommended prerequisite(s): Keyboarding course(s) or teacher-approved demonstration and documentation of touch keyboarding skills and Information Technology Fundamentals 6670

3

Task/Competency List Template material omitted: General material used to introduce the task list has been omitted.

For the indicated course(s):

• Tasks/competencies designated by plus icons ( ) in the left-hand column(s) are essential • Tasks/competencies designated by empty-circle icons ( ) are optional • Tasks/competencies designated by minus icons ( ) are omitted • Tasks marked with an asterisk (*) are sensitive.

Task Number

6640 Tasks/Competencies

Exploring Programming Concepts

001

Describe the development of computers and current industry trends in the programming field.

002

Describe the development of programming languages and applications.

003

Describe the functions of computer hardware, computer software, and computer system components.

004

Compare computer operating systems.

005

Identify the software development life cycle (SDLC).

006

Describe the integrated development environment (IDE) for a specific programming language.

007

Describe basic concepts of a programming language.

Using Algorithmic Procedures

008

Analyze the problem statement.

009

Create possible solutions to the problem.

010

Determine the best solution to the problem.

Implementing Programming Procedures

011

Design a program, using an algorithm, pseudocode, a flowchart, and/or a decision table.

4

012

Code the program, using a programming language.

013

Test the program with sample data.

014

Debug the program.

015

Document the program.

016

Implement the program.

017

Describe maintenance procedures.

Mastering Programming Fundamentals

018

Identify syntax errors of a given programming language.

019

Identify industry standards for a graphical user interface (GUI).

020

Create a graphical user interface that adheres to industry standards.

021

Code a program that will produce formatted output.

022

Code a program that uses mathematical operators and built-in functions.

023

Write a program that uses variables and constants.

024

Write a program that accepts user input.

025

Write a program that uses arrays.

026

Write a modular program that uses functions or methods.

027

Write a program that uses conditional structures.

028

Write a program that uses looping structures.

029

Write a program that uses counters and accumulators.

Developing Interactive Multimedia Applications

030

Code a program to display graphics.

031

Code a program to incorporate multimedia.

032

Code a program to animate objects.

033

Examine the history of game design and development.

5

034

Analyze the effect of intellectual property law on game design.

035

Identify the target markets for game applications.

036

Identify game genres.

037

Examine a variety of game programming platforms.

038

Create a storyboard.

039

Code a game program from the storyboard.

040

Create a game object.

041

Specify behaviors of a game object.

042

Develop a game program that uses a scoring method.

043

Create a game program with multiple levels.

Using Web Technology

044

Explain how to locate resources and references to aid program development.

045

Evaluate sample code obtained from the Internet and/or other sources.

046

Develop a web page, using hypertext markup language (HTML) and cascading style sheets (CSS) and/or JavaScript.

Preparing for Industry Certification

047

Describe the process and requirements for obtaining industry certifications related to the Programming course.

048

Identify testing skills/strategies for a certification examination.

049

Demonstrate ability to successfully complete selected practice examinations (e.g., practice questions similar to those on certification exams).

050

Successfully complete an industry certification examination representative of skills learned in this course (e.g., MCP, IC3).

Developing Employability Skills

051

Identify careers in the information technology industry.

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052

Describe ways that computer programs can be used in business and industry.

053

Create or update a résumé.

054

Investigate information technology educational and job opportunities.

055

Assemble a professional portfolio.

056

Describe basic employment activities.

057

Deliver an oral presentation of the professional portfolio.

058

Identify potential education and employment barriers for nontraditional groups and ways to overcome those barriers.

Legend: Essential Non-essential Omitted

Exploring Programming Concepts

Task Number 001

Describe the development of computers and current industry trends in the programming field.

Definition

Description should include

• citing the main stages of computer development (i.e., how calculating tools began as manually operated machines, then progressed to mechanical devices, to electromechanical devices, and finally to fully electronic computers, including the progression of analog to digital)

• assessing the effects that computer technologies have had on society over time • explaining how computer technology continues to evolve, including current trends in the

programming field.

Related Standards of Learning

History and Social Science

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GOVT.9

The student will apply social science skills to understand the process by which public policy is made by

a. defining public policy and determining how to differentiate public and private action;

b. examining different perspectives on the role of government; c. describing how the national government influences the public agenda and

shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965;

d. describing how the state and local governments influence the public agenda and shape public policy;

e. investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;

f. analyzing how the incentives of individuals, interest groups, and the media influence public policy; and

g. devising a course of action to address local and/or state issues.

GOVT.12

The student will apply social science skills to understand the role of the United States in a changing world by

a. describing the responsibilities of the national government for foreign policy and national security;

b. assessing the role of national interest in shaping foreign policy and promoting world peace; and

c. examining the relationship of Virginia and the United States to the global economy, including trends in international trade.

GOVT.15

The student will apply social science skills to understand the role of government in the Virginia and United States economies by

a. describing the provision of government goods and services that are not readily produced by the market;

b. describing government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace;

c. investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government;

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d. analyzing how Congress can use fiscal policy to stabilize the economy; e. describing the effects of the Federal Reserve’s monetary policy on price

stability, employment, and the economy; and f. evaluating the trade-offs in government decisions.

VUS.13

The student will apply social science skills to understand the social, political, and cultural movements and changes in the United States during the second half of the twentieth century by

a. explaining the factors that led to United States expansion; b. evaluating and explaining the impact of the Brown v. Board of Education

decision, the roles of Thurgood Marshall and Oliver W. Hill, Sr., and how Virginia responded to the decision;

c. explaining how the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Americans with Disabilities Act (ADA) had an impact on all Americans;

d. analyzing changes in immigration policy and the impact of increased immigration;

e. evaluating and explaining the foreign and domestic policies pursued by the American government after the Cold War;

f. explaining how scientific and technological advances altered American lives; and

g. evaluating and explaining the changes that occurred in American culture.

VUS.14

The student will apply social science skills to understand political and social conditions in the United States during the early twenty-first century by

a. assessing the development of and changes in domestic policies, with emphasis on the impact of the role the United States Supreme Court played in defining a constitutional right to privacy, affirming equal rights, and upholding the rule of law;

b. evaluating and explaining the changes in foreign policies and the role of the United States in a world confronted by international terrorism, with emphasis on the American response to 9/11 (September 11, 2001);

c. evaluating the evolving and changing role of government, including its role in the American economy; and

d. explaining scientific and technological changes and evaluating their impact on American culture

WG.17

The student will apply social science skills to analyze the impact of globalization by

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a. identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;

b. describing ways that economic and social interactions change over time; and c. mapping, describing, and evaluating economic unions.

WHII.14

The student will apply social science skills to understand the global changes during the early twenty-first century by

a. identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including the role of social media and chemical and biological technologies;

b. assessing the link between economic and political freedom; c. describing economic interdependence, including the rise of multinational

corporations, international organizations, and trade agreements; and d. analyzing the increasing impact of terrorism.

English

10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.

a. Analyze text features and organizational patterns to evaluate the meaning of texts.

b. Recognize an author’s intended audience and purpose for writing. c. Skim materials to develop an overview and locate information. d. Compare and contrast informational texts for intent and content. e. Interpret and use data and information in maps, charts, graphs, timelines, tables,

and diagrams. f. Draw conclusions and make inferences on explicit and implied information

using textual support as evidence. g. Analyze and synthesize information in order to solve problems, answer

questions, and generate new knowledge. h. Analyze ideas within and between selections providing textual evidence. i. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a

logical sequence of events, within and between texts. j. Use reading strategies throughout the reading process to monitor

comprehension.

11.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.

a. Apply information from texts to clarify understanding of concepts.

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b. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.

c. Analyze technical writing for clarity. d. Paraphrase and synthesize ideas within and between texts. e. Draw conclusions and make inferences on explicit and implied information

using textual support. f. Analyze multiple texts addressing the same topic to determine how authors

reach similar or different conclusions. g. Analyze false premises, claims, counterclaims, and other evidence in

persuasive writing. h. Recognize and analyze use of ambiguity, contradiction, paradox, irony,

sarcasm, overstatement, and understatement in text. i. Generate and respond logically to literal, inferential, evaluative, synthesizing,

and critical thinking questions about the text(s).

12.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.

a. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).

b. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.

c. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.

d. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.

e. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

FBLA Competitive Events and Activities Areas

Computer Applications Computer Game & Simulation Programming Computer Problem Solving Economics Introduction to Information Technology Management Information Systems The topic for this event changes from year to year. The annual topic may or may not correlate with this particular course. Please refer to the current Virginia FBLA State Handbook. Network Design

11

Networking Concepts

NBEA Achievement Standards for Information Technology

Analyze and compare society's influence on information technology and information technology's influence on society. Analyze how developments in information technology affect the supply/demand characteristics of the job market.

Task Number 002

Describe the development of programming languages and applications.

Definition

Description should include the five generations of low-level and high-level programming languages:

• First generation (1GL)—machine language • Second generation (2GL)—assembly language, including intermediate assembly

language • Third generation (3GL)—procedure-oriented/object-oriented high-level languages (e.g.,

COBOL, BASIC, Pascal, C, C++, C#, Java, JavaScript, Visual Basic, Game Maker, Alice, Unity, Unreal)

• Fourth generation (4GL)—non-procedural languages (e.g., Perl, PHP, Python, Ruby, SQL)

• Fifth generation (5GL)—intelligent languages

Source: static.codehs.com/docs/Programming in a Nutshell Student.pdf



GOVT.9


http://dave:8080/++skin++retail/verso/business_and_information_technology/programming_664036wks/2020/working/static.codehs.com/docs/Programming%20in%20a%20Nutshell%20Student.pdf

12








GOVT.12





GOVT.15







13

VUS.13

The student will apply social science skills to understand the social, political, and cultural movements and changes in the United States during the second half of the twentieth century by

a. explaining the factors that led to United States expansion; b. evaluating and explaining the impact of the Brown v. Board of Education

decision, the roles of Thurgood Marshall and Oliver W. Hill, Sr., and how Virginia responded to the decision;

c. explaining how the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Americans with Disabilities Act (ADA) had an impact on all Americans;

d. analyzing changes in immigration policy and the impact of increased immigration;

e. evaluating and explaining the foreign and domestic policies pursued by the American government after the Cold War;

f. explaining how scientific and technological advances altered American lives; and

g. evaluating and explaining the changes that occurred in American culture.

VUS.14






WG.17




14

WHII.14





English








comprehension.


a. Apply information from texts to clarify understanding of concepts. b. Read and correctly interpret an application for employment, workplace

documents, or an application for college admission. c. Analyze technical writing for clarity. d. Paraphrase and synthesize ideas within and between texts. e. Draw conclusions and make inferences on explicit and implied information

using textual support.

15

f. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.

g. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.

h. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.

i. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).








Computer Applications Computer Game & Simulation Programming Computer Problem Solving Introduction to Information Technology Management Information Systems The topic for this event changes from year to year. The annual topic may or may not correlate with this particular course. Please refer to the current Virginia FBLA State Handbook. Network Design Networking Concepts


Analyze and compare society's influence on information technology and information technology's influence on society.

16

Analyze the potential societal effect of widespread reliance on information technology. Assess the impact of information technology in a global society. Describe the impact of technology on the knowledge and skills needed for success in the workplace.

Task Number 003

Describe the functions of computer hardware, computer software, and computer system components.

Definition

Description should include the functions of

• central processing unit (CPU) • memory • storage • programming language • binary number system • bits and bytes • American Standard Code for Information Interchange (ASCII) code and/or Unicode • network • database • cloud computing.


Mathematics

COM.15 The student will define and use appropriate variable data types that include integer, real (fixed and scientific notation), character, string, Boolean and object. COM.16 The student will describe the way the computer stores, accesses, and processes variables, including the following topics: the use of variables versus constants, parameter passing, scope of variables, and local versus global variables.

English


17







comprehension.













18






Describe current and emerging hardware; configure, install, and upgrade hardware; diagnose problems; and repair hardware. Describe interrelationships between hardware components and supportive software. Evaluate and recommend hardware to solve specific problems. Explain the nature and interrelationships of bytes, fields, records, and databases. Explain the purpose, operation, and care of hardware components. Identify components of hardware.

Task Number 004

Compare computer operating systems.

Definition

19

Comparison of operating systems (i.e., Windows, Mac OS, Linux/UNIX, iOS, and/or Android) should include how they

• manage hardware resources • maintain a system of files on secondary storage • control input and output operations.


English








comprehension.






persuasive writing.

20










Computer Applications Computer Game & Simulation Programming Computer Problem Solving Introduction to Information Technology Network Design Networking Concepts


Compare and contrast the functions, features, and limitations of different operating systems and utilities (e.g., open source, mobile, and proprietary operating systems). Describe emerging operating systems. Describe features of operating systems that can be personalized.

Task Number 005

21

Identify the software development life cycle (SDLC).

Definition

Identification should include the following basic steps:

• Define the problem. • Develop the algorithm. • Code the program. • Test the program. • Debug the program. • Document the program. • Implement the program. • Maintain the program.

Software development can be done in a sequential (waterfall) or iterative (agile) method.



GOVT.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

a. planning inquiries by synthesizing information from diverse primary and secondary sources;

b. analyzing how political and economic trends influence public policy, using demographic information and other data sources;

c. comparing and contrasting historical, cultural, economic, and political perspectives;

d. evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias;

e. constructing informed, analytic arguments using evidence from multiple sources to introduce and support substantive and significant claims;

f. explaining how cause-and-effect relationships impact political and economic events;

g. taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues;

h. using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences;

i. applying civic virtues and democratic principles to make collaborative decisions; and

j. communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources.

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Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.3 The student will write program specifications that define the constraints of a given problem. COM.4 The student will design an algorithm to solve a given problem. COM.5 The student will divide a given problem into modules by task and implement the solution. COM.6 The student will translate mathematical expressions into programming expressions by declaring variables, writing assignment statements, and using the order of operations. COM.8 The student will implement conditional statements that include “if/then” statements, “if/then/else” statements, case statements, and Boolean logic. COM.17 The student will test a program using an appropriate set of data. The test data should include boundary cases and test all branches of a program. COM.18 The student will debug a program using appropriate techniques (e.g., appropriately placed controlled breaks, the printing of intermediate results, other debugging tools available in the programming environment), and identify the difference among syntax errors, runtime errors, and logic errors.

English






questions, and generate new knowledge. h. Analyze ideas within and between selections providing textual evidence.

23

i. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.

j. Use reading strategies throughout the reading process to monitor comprehension.
















Computer Applications Computer Game & Simulation Programming Computer Problem Solving

24

Introduction to Information Technology Management Information Systems The topic for this event changes from year to year. The annual topic may or may not correlate with this particular course. Please refer to the current Virginia FBLA State Handbook. Mobile Application Development Network Design Networking Concepts


Choose the appropriate language or application development tool for specific tasks. Create a project to solve a business problem integrating mobile platforms.

Task Number 006

Describe the integrated development environment (IDE) for a specific programming language.

Definition


• naming the system software • opening the development environment • navigating the environment windows • creating a new program or modifying an existing program • saving the program • exiting the system environment.


English


25







comprehension.













26






Apply design principles to programming tasks. Choose the appropriate language or application development tool for specific tasks. Code a program solution in more than one programming language. Identify and explain programming structures.

Task Number 007

Describe basic concepts of a programming language.

Definition


• variables • control structures

27

• data structures • syntax • tools.


Mathematics

COM.6 The student will translate mathematical expressions into programming expressions by declaring variables, writing assignment statements, and using the order of operations. COM.7 The student will select and call library functions to process data, as appropriate. COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.11 The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results. COM.13 The student will implement various mechanisms for performing iteration with an algorithm COM.14 The student will select and implement appropriate data structures, including arrays (one- and/or two-dimensional) and objects. COM.15 The student will define and use appropriate variable data types that include integer, real (fixed and scientific notation), character, string, Boolean and object. COM.16 The student will describe the way the computer stores, accesses, and processes variables, including the following topics: the use of variables versus constants, parameter passing, scope of variables, and local versus global variables. COM.18 The student will debug a program using appropriate techniques (e.g., appropriately placed controlled breaks, the printing of intermediate results, other debugging tools available in the programming environment), and identify the difference among syntax errors, runtime errors, and logic errors.

English



28






comprehension.














29


Using Algorithmic Procedures

Task Number 008

Analyze the problem statement.

Definition

Analysis should include

• identifying the need • gathering relevant data • evaluating expectations for the outcome and time frame.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.4 The student will design an algorithm to solve a given problem.

English



b. Recognize an author’s intended audience and purpose for writing. c. Skim materials to develop an overview and locate information. d. Compare and contrast informational texts for intent and content.

30

e. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.

f. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.

g. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.

h. Analyze ideas within and between selections providing textual evidence. i. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a


comprehension.















31




Apply design principles to programming tasks. Choose the appropriate language or application development tool for specific tasks.

Task Number 009

Create possible solutions to the problem.

Definition

Each solution should feature step-by-step procedures and use one of the following methods:

• Flowchart • Decision table • Pseudocode • Algorithm • Current industry-approved methodologies (e.g., storyboarding, use case diagrams)



GOVT.1

32












Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.3 The student will write program specifications that define the constraints of a given problem. COM.4 The student will design an algorithm to solve a given problem. DM.9* The student will select, justify, and apply an appropriate technique to solve a logic problem.

English

10.2 The student will examine, analyze, and produce media messages.

a. Create media messages for diverse audiences. b. Credit information sources. c. Evaluate sources for relationships between intent, factual content, and opinion. d. Analyze the impact of selected media formats on meaning.

33

e. Analyze the purpose of information and persuasive techniques used in diverse media formats.

f. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).

g. Describe possible cause and effect relationships between mass media coverage and public opinion trends.

h. Monitor, analyze, and use multiple streams of simultaneous information. i. Demonstrate ethical use of the Internet when evaluating or producing creative

or informational media messages.








comprehension.

11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.

a. Describe possible cause and effect relationships between mass media coverage and public opinion trends.

b. Create media messages with a specific point of view. c. Evaluate media sources for relationships between intent and content. d. Analyze the impact of selected media formats on meaning. e. Determine the author’s purpose and intended effect on the audience for media

messages. f. Manage, analyze, and synthesize multiple streams of simultaneous information. g. Demonstrate ethical use of the Internet when evaluating or producing creative


11.5

34

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.










b. Evaluate media sources for relationships between intent and factual content. c. Evaluate the motives (e.g., social, commercial, political) behind media

presentation(s). d. Examine how values and viewpoints are included or excluded and how the

media can influence beliefs, behaviors, and interpretations. e. Evaluate sources including advertisements, editorials, political cartoons, and

feature stories for relationships between intent and factual content. f. Manage, analyze, and synthesize multiple streams of simultaneous information. g. Demonstrate ethical use of the Internet when evaluating or producing creative






35







Task Number 010

Determine the best solution to the problem.

Definition

Determination should include evaluating multiple alternative solutions and selecting the optimal solution.



GOVT.1

36












Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.4 The student will design an algorithm to solve a given problem. DM.8 The student will describe and apply sorting algorithms and coding algorithms used in sorting, processing, and communicating information.

English



b. Recognize an author’s intended audience and purpose for writing. c. Skim materials to develop an overview and locate information. d. Compare and contrast informational texts for intent and content.

37

e. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.





comprehension.















38





Implementing Programming Procedures

Task Number 011

Design a program, using an algorithm, pseudocode, a flowchart, and/or a decision table.

Definition

Design should illustrate how simple English instructions can be translated into standard algorithm, pseudocode, flowchart, or decision table symbols.


39

Mathematics

G.1 The student will use deductive reasoning to construct and judge the validity of a logical argument consisting of a set of premises and a conclusion. This will include

a. identifying the converse, inverse, and contrapositive of a conditional statement; b. translating a short verbal argument into symbolic form; and c. determining the validity of a logical argument.

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.4 The student will design an algorithm to solve a given problem. COM.8 The student will implement conditional statements that include “if/then” statements, “if/then/else” statements, case statements, and Boolean logic.

English










40









Apply design principles to programming tasks. Design, develop, test, and implement programs.

Task Number 012

Code the program, using a programming language.

Definition

Code should translate the algorithm, pseudocode, flowchart, or decision table into a standard programming language.

41


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.4 The student will design an algorithm to solve a given problem. COM.6 The student will translate mathematical expressions into programming expressions by declaring variables, writing assignment statements, and using the order of operations. COM.8 The student will implement conditional statements that include “if/then” statements, “if/then/else” statements, case statements, and Boolean logic.


Computer Game & Simulation Programming Computer Problem Solving Introduction to Information Technology Network Design Networking Concepts


Code a program solution in more than one programming language. Code common tasks (e.g., creating, adding, deleting, sorting, and updating records). Identify and define the coding task. Maintain and reengineer existing code. Use application development tools to create code.

42

Task Number 013

Test the program with sample data.

Definition

Testing should be linked directly to the requirements and should include using sample data to validate expected output.


Mathematics

COM.2 The student will design, write, document, test, and debug, a computer program. COM.17 The student will test a program using an appropriate set of data. The test data should include boundary cases and test all branches of a program.

English








comprehension.


43

















Design, develop, test, and implement programs.

44

Test, debug, and document code.

Task Number 014

Debug the program.

Definition

Debugging the program should include identifying and fixing syntax, logic, and runtime errors.


Mathematics

COM.2 The student will design, write, document, test, and debug, a computer program. COM.17 The student will test a program using an appropriate set of data. The test data should include boundary cases and test all branches of a program. COM.18 The student will debug a program using appropriate techniques (e.g., appropriately placed controlled breaks, the printing of intermediate results, other debugging tools available in the programming environment), and identify the difference among syntax errors, runtime errors, and logic errors.

English







45


















Computer Game & Simulation Programming Computer Problem Solving Introduction to Information Technology

46

Network Design Networking Concepts



Task Number 015

Document the program.

Definition

Documentation should include the following options:

• In-line comments appearing in the code • Comments within the program while it is running, making the program easier for the user

to understand • User notes or an instruction manual supplied with the software


Mathematics

COM.2 The student will design, write, document, test, and debug, a computer program.

English

10.2 The student will examine, analyze, and produce media messages.

a. Create media messages for diverse audiences. b. Credit information sources. c. Evaluate sources for relationships between intent, factual content, and opinion. d. Analyze the impact of selected media formats on meaning. e. Analyze the purpose of information and persuasive techniques used in diverse

media formats. f. Evaluate the motives (e.g., social, commercial, political) behind media

presentation(s).

47

g. Describe possible cause and effect relationships between mass media coverage and public opinion trends.

h. Monitor, analyze, and use multiple streams of simultaneous information. i. Demonstrate ethical use of the Internet when evaluating or producing creative


10.6 The student will write in a variety of forms to include persuasive, reflective, interpretive, and analytic with an emphasis on persuasion and analysis.

a. Engage in writing as a recursive process. b. Plan and organize writing to address a specific audience and purpose. c. Adjust writing content, technique, and voice for a variety of audiences and

purposes. d. Communicate clearly the purpose of the writing using a thesis statement. e. Objectively introduce and develop topics, incorporating evidence and

maintaining an organized structure and a formal style. f. Compose a thesis statement for persuasive writing that advocates a position. g. Clearly state and defend a position using reasons and sufficient evidence from

credible sources as support. h. Identify counterclaims and provide counter - arguments. i. Show relationships among claims, reasons, and evidence and include a

conclusion that follows logically from the information presented. j. Blend multiple forms of writing including embedding a narrative to produce

effective essays. k. Elaborate ideas clearly through word choice. l. Use textual evidence to compare and contrast multiple texts. m. Revise writing for clarity of content, accuracy, and depth of information. n. Write and revise to a standard acceptable both in the workplace and in

postsecondary education.



b. Create media messages with a specific point of view. c. Evaluate media sources for relationships between intent and content. d. Analyze the impact of selected media formats on meaning. e. Determine the author’s purpose and intended effect on the audience for media

messages. f. Manage, analyze, and synthesize multiple streams of simultaneous information. g. Demonstrate ethical use of the Internet when evaluating or producing creative


48

11.6 The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.

a. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.

b. Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.

c. Organize claims, counterclaims, and evidence in a sustained and logical sequence.

d. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.

e. Use words, phrases, clauses, and varied syntax to create a cohesive argument. f. Blend multiple forms of writing including embedding narratives to produce

effective essays. g. Revise writing for clarity of content, accuracy and depth of information. h. Write and revise to a standard acceptable both in the workplace and in




b. Evaluate media sources for relationships between intent and factual content. c. Evaluate the motives (e.g., social, commercial, political) behind media

presentation(s). d. Examine how values and viewpoints are included or excluded and how the

media can influence beliefs, behaviors, and interpretations. e. Evaluate sources including advertisements, editorials, political cartoons, and

feature stories for relationships between intent and factual content. f. Manage, analyze, and synthesize multiple streams of simultaneous information. g. Demonstrate ethical use of the Internet when evaluating or producing creative


12.6 The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.


49

b. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.

c. Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.

d. Blend multiple forms of writing including embedding a narrative to produce effective essays.

e. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.

f. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.

g. Revise writing for clarity of content, depth of information, and technique of presentation.

h. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

i. Write to clearly describe personal qualifications for potential occupational or educational opportunities.





Task Number 016

Implement the program.

Definition

Implementation may include

50

• compiling code • creating an executable file • running a script.


Mathematics

COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.11 The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results.

Task Number 017

Describe maintenance procedures.

Definition


• the concept that users often request additions or deletions as needs change • the maintenance steps involved in updating a program • the methods for conducting periodic testing to ensure the program is current and

functioning correctly.


English




and diagrams.

51





comprehension.
















52



Maintain and reengineer existing code.

Mastering Programming Fundamentals

Task Number 018

Identify syntax errors of a given programming language.

Definition

Identification should include checking language-specific rules to ensure correct syntax.


Mathematics

COM.2 The student will design, write, document, test, and debug, a computer program. COM.17 The student will test a program using an appropriate set of data. The test data should include boundary cases and test all branches of a program. COM.18 The student will debug a program using appropriate techniques (e.g., appropriately placed controlled breaks, the printing of intermediate results, other debugging tools available in the

53

programming environment), and identify the difference among syntax errors, runtime errors, and logic errors.

English








comprehension.









12.5

54

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.









Code a program solution in more than one programming language. Use application development tools to create code.

Task Number 019

Identify industry standards for a graphical user interface (GUI).

Definition

Identification should include investigation into current industry standards and an explanation of each.

55


English








comprehension.










56







Computer Game & Simulation Programming Computer Problem Solving Network Design Networking Concepts

Task Number 020

Create a graphical user interface that adheres to industry standards.

Definition

Creation should include guided research to develop a GUI, with attention to interface design, font style, font size, color scheme, and end-user needs, including the needs of users with disabilities.


Mathematics

COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input.


57



Code a program solution in more than one programming language.

Task Number 021

Code a program that will produce formatted output.

Definition

Coding should produce output for currency symbol, decimal placement, tabs, alignment, and text.


Mathematics

COM.11 The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results.




58

Code a program solution in more than one programming language. Code common tasks (e.g., creating, adding, deleting, sorting, and updating records).

Task Number 022

Code a program that uses mathematical operators and built-in functions.

Definition

Coding should incorporate a variety of mathematical operators and built-in functions, including addition, subtraction, multiplication, division, and modulus.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.6 The student will translate mathematical expressions into programming expressions by declaring variables, writing assignment statements, and using the order of operations. COM.7 The student will select and call library functions to process data, as appropriate. COM.16 The student will describe the way the computer stores, accesses, and processes variables, including the following topics: the use of variables versus constants, parameter passing, scope of variables, and local versus global variables.



59



Task Number 023

Write a program that uses variables and constants.

Definition

The program should contain appropriate variables and constants declared in the proper places and as the correct data types, including

• integer • floating point/double • Boolean • character • string.


Mathematics

COM.4 The student will design an algorithm to solve a given problem. COM.15 The student will define and use appropriate variable data types that include integer, real (fixed and scientific notation), character, string, Boolean and object. COM.16 The student will describe the way the computer stores, accesses, and processes variables, including the following topics: the use of variables versus constants, parameter passing, scope of variables, and local versus global variables.


Computer Game & Simulation Programming Computer Problem Solving


60


Task Number 024

Write a program that accepts user input.

Definition

The program should

• request information from the user • process the data entered • return the processed data to the user in an appropriate format.


Mathematics

COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.11 The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results.





61

Task Number 025

Write a program that uses arrays.

Definition

The program should include an array that associates each data element with an indexed position.


Mathematics

COM.13 The student will implement various mechanisms for performing iteration with an algorithm COM.14 The student will select and implement appropriate data structures, including arrays (one- and/or two-dimensional) and objects.





Task Number 026

Write a modular program that uses functions or methods.

Definition

The program should

• write reusable code in general functions • call functions from other functions and return a value • verify that the value returned has an appropriate data type.

62


Mathematics

COM.5 The student will divide a given problem into modules by task and implement the solution.





Task Number 027

Write a program that uses conditional structures.

Definition

The program should include the following conditional structures:

• If structure • If/Else structure • Else-If structure • Nested If structure

The program may also include a Switch structure. The program should also include the use of logical and relational operators such as

• AND, OR, NOT • greater than, greater than or equal to, less than, less than or equal to, equal to, not equal

to.


63

Mathematics

COM.3 The student will write program specifications that define the constraints of a given problem. COM.7 The student will select and call library functions to process data, as appropriate. COM.8 The student will implement conditional statements that include “if/then” statements, “if/then/else” statements, case statements, and Boolean logic. COM.13 The student will implement various mechanisms for performing iteration with an algorithm COM.14 The student will select and implement appropriate data structures, including arrays (one- and/or two-dimensional) and objects.





Task Number 028

Write a program that uses looping structures.

Definition

The program should include the following looping structures:

• Definite (e.g., for loop, for each loop) • Indefinite (e.g., while loop, do while loop)

The program may also include a nested looping structure.


64

Mathematics

COM.3 The student will write program specifications that define the constraints of a given problem. COM.8 The student will implement conditional statements that include “if/then” statements, “if/then/else” statements, case statements, and Boolean logic. COM.13 The student will implement various mechanisms for performing iteration with an algorithm





Task Number 029

Write a program that uses counters and accumulators.

Definition

The program should increment by a constant value and accumulate the sum of the values.


Mathematics

COM.3 The student will write program specifications that define the constraints of a given problem. COM.13 The student will implement various mechanisms for performing iteration with an algorithm


Computer Game & Simulation Programming

65

Computer Problem Solving



Developing Interactive Multimedia Applications

Task Number 030

Code a program to display graphics.

Definition

Coding should incorporate a variety of graphics (e.g., photos, clip art, word art, illustrations) in the program so that they will display properly.


Mathematics

COM.11 The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results. COM.12 The student will design and implement computer graphics to enhance output.



66

Computer Problem Solving



Task Number 031

Code a program to incorporate multimedia.

Definition

Coding should enhance the user interface of the program by incorporating elements such as graphics, sound, animation, and video.


Mathematics

COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.11 The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results. COM.12 The student will design and implement computer graphics to enhance output.





67

Code common tasks (e.g., creating, adding, deleting, sorting, and updating records).

Task Number 032

Code a program to animate objects.

Definition

The program should cause movement of objects via one or more of the following techniques:

• Striking the keyboard • Using timing control • Using array sequences • Creating methods


Mathematics

COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.12 The student will design and implement computer graphics to enhance output. COM.13 The student will implement various mechanisms for performing iteration with an algorithm COM.14 The student will select and implement appropriate data structures, including arrays (one- and/or two-dimensional) and objects.





68

Code common tasks (e.g., creating, adding, deleting, sorting, and updating records).

Task Number 033

Examine the history of game design and development.

Definition

Examination should include a timeline highlighting the creation of various game platforms, types of games, and significant contributors to the field of game programming.



GOVT.12





VUS.14






69

WG.17




WHII.14





English








comprehension.

11.5

70

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
















Task Number 034

Analyze the effect of intellectual property law on game design.

71

Definition

Analysis should include

• ways to protect intellectual property, such as trademarks, copyrights, patents, and company policies that protect trade secrets (e.g., nondisclosure agreements)

• examination of the costs of piracy and the legal consequences of intellectual property theft

• investigation of cases of intellectual property theft from at least one company in preparation for presenting findings.



GOVT.7

The student will apply social science skills to understand the organization and powers of the national government by

a. examining the legislative, executive, and judicial branches; b. analyzing the relationships among the three branches in a system of checks and

balances and separation of powers; and c. investigating and explaining the ways individuals and groups exert influence on

the national government.

GOVT.8

The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by

a. examining the legislative, executive, and judicial branches; b. examining the structure and powers of local governments (county, city, and

town); c. analyzing the relationship between state and local governments and the roles of

regional authorities, governing boards, and commissions; d. investigating and explaining the ways individuals and groups exert influence on

state and local governments; and e. evaluating the effectiveness of citizen efforts to influence decisions of state and

local governments by examining historical or contemporary events.

GOVT.14

The student will apply social science skills to understand economic systems by

a. identifying the basic economic questions encountered by all economic systems;

72

b. comparing the characteristics of traditional, free market, command, and mixed economies, as described by Adam Smith and Karl Marx; and

c. evaluating the impact of the government’s role in the economy on individual economic freedoms.

GOVT.15







English








comprehension.

73
















Business Law Computer Game & Simulation Programming Computer Problem Solving

Task Number 035

74

Identify the target markets for game applications.

Definition

Identification should include

• demographics (e.g., age, gender, socioeconomic status) • psychographics (e.g., values, attitudes, lifestyles) • comparison of casual users and active users.


English








comprehension.





75












Computer Game & Simulation Programming Computer Problem Solving Marketing The topic for this event changes from year to year. The annual topic may or may not correlate with this particular course. Please refer to the current Virginia FBLA State Handbook.

Task Number 036

Identify game genres.

Definition

Identification should include categories such as the following:

• Action • Strategy • Sports

76

• Simulators • Adventure • Role-playing • Puzzle


English








comprehension.







sarcasm, overstatement, and understatement in text.

77









Computer Applications Computer Game & Simulation Programming Introduction to Information Technology

Task Number 037

Examine a variety of game programming platforms.

Definition

Examination should include explanations of the following platforms:

• Arcade • Personal computer • Console • Mobile device • Virtual reality • Augmented reality



78

Introduction to Information Technology Mobile Application Development

Task Number 038

Create a storyboard.

Definition

The storyboard should include visual sketches of plot, location, settings, characters, purpose, and actions in sequential order, accompanied by a brief, written description of scenes.


English








comprehension.


a. Apply information from texts to clarify understanding of concepts.

79

b. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.














Computer Game & Simulation Programming Introduction to Information Technology Mobile Application Development

Task Number 039

Code a game program from the storyboard.

Definition

80

Coding should involve translating the visual and written story into a program.


Mathematics

COM.3 The student will write program specifications that define the constraints of a given problem. COM.4 The student will design an algorithm to solve a given problem.



Task Number 040

Create a game object.

Definition

Creation should use assets or sprites.


Mathematics

COM.12 The student will design and implement computer graphics to enhance output.



81

Task Number 041

Specify behaviors of a game object.

Definition

Specified behaviors should facilitate the movements or actions (e.g., collisions, collision avoidance) of the object.


Mathematics

COM.5 The student will divide a given problem into modules by task and implement the solution. COM.14 The student will select and implement appropriate data structures, including arrays (one- and/or two-dimensional) and objects.



Task Number 042

Develop a game program that uses a scoring method.

Definition

The developed game program should include accumulators and incrementers.


Mathematics

COM.3 The student will write program specifications that define the constraints of a given problem. COM.13

82

The student will implement various mechanisms for performing iteration with an algorithm


Computer Game & Simulation Programming Mobile Application Development

Task Number 043

Create a game program with multiple levels.

Definition

The created game program should facilitate the movement of an object from one level to the next.


Mathematics

COM.2 The student will design, write, document, test, and debug, a computer program. COM.7 The student will select and call library functions to process data, as appropriate.



Using Web Technology

Task Number 044

83

Explain how to locate resources and references to aid program development.

Definition

Explanation should include

• the use of a variety of online and published sources (e.g., open-source websites, journal articles, online tutorials, resource libraries, application programming interfaces [APIs]) to access information about new programming ideas, structures, and code applications

• the need for proper citation of all materials adopted from other sources in the program documentation.


English








comprehension.



documents, or an application for college admission. c. Analyze technical writing for clarity.

84

d. Paraphrase and synthesize ideas within and between texts. e. Draw conclusions and make inferences on explicit and implied information















Connect web servers to application servers for interoperability. Identify and explain various types of online resources. Use application development tools associated with a database system to create solutions for organization problems. Use database application development tools to create information systems to solve organization problems. Use, plan, develop, and maintain database management systems.

85

Task Number 045

Evaluate sample code obtained from the Internet and/or other sources.

Definition

Evaluation should include testing and executing the computer program to verify the validity and security of the source code.


Mathematics

COM.2 The student will design, write, document, test, and debug, a computer program. COM.17 The student will test a program using an appropriate set of data. The test data should include boundary cases and test all branches of a program.




Design, develop, test, implement, update, and evaluate web solutions. Identify and explain various types of online resources. Identify good design concepts by reviewing various websites. Test, implement, and evaluate the website.

Task Number 046

86

Develop a web page, using hypertext markup language (HTML) and cascading style sheets (CSS) and/or JavaScript.

Definition

Development should demonstrate knowledge of

• the selected programming language and structure • file extensions.


Mathematics

COM.18 The student will debug a program using appropriate techniques (e.g., appropriately placed controlled breaks, the printing of intermediate results, other debugging tools available in the programming environment), and identify the difference among syntax errors, runtime errors, and logic errors.


Computer Game & Simulation Programming Mobile Application Development Website Design The topic for this event changes from year to year. The annual topic may or may not correlate with this particular course. Please refer to the current Virginia FBLA State Handbook.


Build a comprehensive website using collaborative tools. Create a comprehensive website using good design. Design and create web pages incorporating various types of media (e.g., text, image, video, and audio). Design and create websites incorporating navigation and linking. Design, develop, and deliver advanced web content and applications using authoring tools. Test, implement, and evaluate the website.

87

Preparing for Industry Certification

Task Number 047

Describe the process and requirements for obtaining industry certifications related to the Programming course.

Definition

The description should include a list of industry certifications related to the Programming course and the process/requirements for obtaining the certifications from

• official websites of the testing organization/vendor • materials from publishers that have developed practice materials and tests based on

information from the testing organization/vendor • information from certified instructors or industry-certified professionals • information from the Virginia Department of Education's Administrative Planning Guide • information in the "Introduction/Course Description" section of this document.



GOVT.7





GOVT.8


http://www.cteresource.org/apg/courses/6640/programming

88






English








comprehension.





reach similar or different conclusions.

89











Job Interview

Task Number 048

Identify testing skills/strategies for a certification examination.

Definition

The identification of testing skills and strategies should be undertaken by

• conducting an Internet research project • reviewing materials from exam and practice-exam publishers • interviewing certified instructors and/or industry-certified professionals.



90

GOVT.7





GOVT.8







English







logical sequence of events, within and between texts.

91

















Job Interview

Task Number 049

92

Demonstrate ability to successfully complete selected practice examinations (e.g., practice questions similar to those on certification exams).

Definition

The demonstration should include successfully completing practice examinations for selected certifications related to the course obtained from vendor sites and/or materials from publishers. The level of performance on a practice examination serves as a gauge of the applicant's readiness for formal industry testing.



GOVT.7





GOVT.8







English


93







comprehension.













94




Job Interview

Task Number 050

Successfully complete an industry certification examination representative of skills learned in this course (e.g., MCP, IC3).

Definition

The successful completion of an industry certification examination will be achieved when the student applicant earns an examination score deemed "passing" by the testing organization. Qualifying examinations are those currently approved at the state level as representative of Programming skills. (These may be found in the Virginia Department of Education's Administrative Planning Guide.)

Students should be encouraged to attain industry certification as evidence of their programming skill level and general employability.



GOVT.7





GOVT.8

http://www.cteresource.org/apg/courses/6640/programming

95







English








comprehension.





96












Computer Applications Database Design & Applications Spreadsheet Applications Word Processing

Developing Employability Skills

Task Number 051

Identify careers in the information technology industry.

97

Definition

Identification should result in a list of job titles related to the information technology industry, including the preparation requirements, opportunities for advancement, geographic location of employment opportunities, and employment trends for each. Many websites offer career exploration resources, including the Virginia Department of Education's Career Planning Guide.



GOVT.7





GOVT.8







English



http://www.cteresource.org/cpg/search/course.html?code=6640

98






comprehension.

10.8 The student will find, evaluate, and select credible resources to create a research product.

a. Verify the accuracy, validity, and usefulness of information. b. Analyze information gathered from diverse sources by identifying

misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

c. Evaluate and select evidence from a variety of sources to introduce counter claims and to support claims.

d. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

e. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

f. Demonstrate ethical use of the Internet.






persuasive writing.

99



11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.

a. Critically evaluate quality, accuracy, and validity of information. b. Make sense of information gathered from diverse sources by identifying

misconceptions, main and supporting ideas, conflicting information, point of view or bias.

c. Synthesize relevant information from primary and secondary sources and present it in a logical sequence.











a. Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.

b. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.

c. Critically evaluate the accuracy, quality, and validity of the information.

100





Computer Game & Simulation Programming Electronic Career Portfolio Job Interview Mobile Application Development Website Design The topic for this event changes from year to year. The annual topic may or may not correlate with this particular course. Please refer to the current Virginia FBLA State Handbook.

NBEA Achievement Standards for Career Development

Analyze a specific career cluster, using a variety of research tools (e.g., college career centers/counselors, professional and trade associations, career fairs, informational interviews, print media, and the Internet). Describe the impact of the global economy on jobs and careers. Evaluate several occupational interests, based on various criteria (e.g., educational requirements, starting salaries, and career ladder opportunities). Identify employment opportunities in international trade. Relate career interests to opportunities in the global economy. Use a variety of research tools (e.g., computer-assisted programs, newspapers, books, professional and trade associations, informational interviews, job shadowing, career fairs, and the Internet) in the career exploration process.

101


Describe education, experience, skills and personal requirements for careers in information technology.

Task Number 052

Describe ways that computer programs can be used in business and industry.

Definition

Description should be based on real-world examples gathered from various sources (e.g., online research, guest speakers, field trips to business and industry).



GOVT.9









GOVT.15

102







English








comprehension.



documents, or an application for college admission.

103














E-Business Electronic Career Portfolio Emerging Business Issues The topic for this event changes from year to year. The annual topic may or may not correlate with this particular course. Please refer to the current Virginia FBLA State Handbook. Job Interview Management Information Systems The topic for this event changes from year to year. The annual topic may or may not correlate with this particular course. Please refer to the current Virginia FBLA State Handbook. Website Design The topic for this event changes from year to year. The annual topic may or may not correlate with this particular course. Please refer to the current Virginia FBLA State Handbook.


104

Explain how the needs and functions of society influence the nature and structure of work. Explain the concept of transferable skills within and between career clusters. Identify community businesspeople and describe career opportunities in their professional fields. List and describe the contributions of various types of occupations in the community (e.g., banker, realtor, police officer, teacher, and firefighter). Use a variety of research tools (e.g., computer-assisted programs, newspapers, books, professional and trade associations, informational interviews, job shadowing, career fairs, and the Internet) in the career exploration process.

Task Number 053

Create or update a résumé.

Definition

Creating or updating should be accomplished by using an appropriate software application. Résumé should include

• educational background • work history • honors and awards • membership in organizations and/or community groups, leadership positions held, and

community service performed.

Students should explain the importance of keeping a résumé updated to reflect experience and education.


English


105








10.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

a. Use parallel structure across sentences and paragraphs. b. Use complex sentence structure to infuse sentence variety in writing. c. Distinguish between active and passive voice. d. Use colons correctly. e. Analyze the writing of others and suggest how writing might be improved.






e. Use words, phrases, clauses, and varied syntax to create a cohesive argument.

106

f. Blend multiple forms of writing including embedding narratives to produce effective essays.

g. Revise writing for clarity of content, accuracy and depth of information. h. Write and revise to a standard acceptable both in the workplace and in



a. Use complex sentence structure to infuse sentence variety in writing. b. Use verbals and verbal phrases correctly to achieve sentence conciseness and

variety. c. Distinguish between active and passive voice.











12.7 The student will self- and peer-edit writing for Standard English.

a. Use complex sentence structure to infuse sentence variety in writing. b. Edit, proofread, and prepare writing for intended audience and purpose.

107

c. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.


Electronic Career Portfolio Job Interview


Develop a career portfolio of items including resumes, sample cover letters, letters of recommendation, examples of work and technical skills, awards, and documentation of extracurricular activities and community service activities.

Task Number 054

Investigate information technology educational and job opportunities.

Definition

Investigation should include locating and gathering information from

• occupational analysis websites (e.g., Occupational Outlook Handbook, O*NET) • comprehensive career-skills websites (e.g., Virginia Career VIEW, KnowHow Virginia) • job-search websites (e.g., Virginia Workforce Connection).



GOVT.7



balances and separation of powers; and

108

c. investigating and explaining the ways individuals and groups exert influence on the national government.

GOVT.8







English








comprehension.

10.8 The student will find, evaluate, and select credible resources to create a research product.

a. Verify the accuracy, validity, and usefulness of information.

109

b. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

c. Evaluate and select evidence from a variety of sources to introduce counter claims and to support claims.













a. Critically evaluate quality, accuracy, and validity of information. b. Make sense of information gathered from diverse sources by identifying

misconceptions, main and supporting ideas, conflicting information, point of view or bias.

c. Synthesize relevant information from primary and secondary sources and present it in a logical sequence.


110










a. Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.

b. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.

c. Critically evaluate the accuracy, quality, and validity of the information. d. Cite sources for both quoted and paraphrased ideas using a standard method of

documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).






Conduct the job search.

111

Demonstrate the ability to research prospective employers and jobs using all available resources (e.g., print media, on-site and telephone interviews, job shadowing, internships, job fairs, and Internet research). Describe electronic and telecommunication job search tools (e.g., Internet job banks; electronic resumes; and electronic, telephone, and videoconferencing interviews). Maintain an organizational and tracking database for the job search.

NBEA Achievement Standards for Communication

Use the Internet to research the job market and specific potential employers.

Task Number 055

Assemble a professional portfolio.

Definition

Portfolio should include

• digital and non-digital documents (e.g., program design, source code, technical documentation, output) that form a representative sample of the student’s qualifications, knowledge, experience, skills, and abilities

• a résumé in digital and traditional formats.

Students should also explain why most source code written by a developer is considered the intellectual property of the employer, not the developer.


English

10.1 The student will make planned multimodal, interactive presentations collaboratively and individually.

a. Make strategic use of multimodal tools. b. Credit information sources.

112

c. Demonstrate the ability to work effectively with diverse teams including setting rules and goals for group work such as coming to informal consensus, taking votes on key issues, and presenting alternate views.

d. Assume responsibility for specific group tasks. e. Include all group members and value individual contributions made by each

group member. f. Use a variety of strategies to listen actively and speak using appropriate

discussion rules with awareness of verbal and nonverbal cues. g. Respond thoughtfully and tactfully to diverse perspectives, summarizing points

of agreement and disagreement. h. Choose vocabulary, language, and tone appropriate to the topic, audience, and

purpose. i. Access, critically evaluate, and use information accurately to solve problems. j. Use reflection to evaluate one’s own role and the group process in small-group

activities. k. Evaluate a speaker’s point of view, reasoning, use of evidence, rhetoric, and

identify any faulty reasoning.










113


11.1 The student will make planned informative and persuasive multimodal, interactive presentations collaboratively and individually.

a. Select and effectively use multimodal tools to design and develop presentation content.

b. Credit information sources. c. Demonstrate the ability to work collaboratively with diverse teams. d. Respond thoughtfully and tactfully to diverse perspectives, summarizing points

of agreement and disagreement. e. Use a variety of strategies to listen actively and speak using appropriate

discussion rules with awareness of verbal and nonverbal cues. f. Anticipate and address alternative or opposing perspectives and counterclaims. g. Evaluate the various techniques used to construct arguments in multimodal

presentations. h. Use vocabulary appropriate to the topic, audience, and purpose. i. Evaluate effectiveness of multimodal presentations.






e. Use words, phrases, clauses, and varied syntax to create a cohesive argument. f. Blend multiple forms of writing including embedding narratives to produce

effective essays. g. Revise writing for clarity of content, accuracy and depth of information. h. Write and revise to a standard acceptable both in the workplace and in


11.7

114

The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.



12.1 The student will make planned persuasive/argumentative, multimodal, interactive presentations collaboratively and individually.


b. Credit information sources. c. Demonstrate the ability to work collaboratively with diverse teams. d. Anticipate and address alternative or opposing perspectives and counterclaims. e. Evaluate the various techniques used to construct arguments in multimodal

presentations. f. Use a variety of strategies to listen actively and speak using appropriate

discussion rules with awareness of verbal and nonverbal cues. g. Critique effectiveness of multimodal presentations.










115



a. Use complex sentence structure to infuse sentence variety in writing. b. Edit, proofread, and prepare writing for intended audience and purpose. c. Use a style manual, such as that of the Modern Language Association (MLA)

or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.




Develop a career portfolio of items including resumes, sample cover letters, letters of recommendation, examples of work and technical skills, awards, and documentation of extracurricular activities and community service activities.

Task Number 056

Describe basic employment activities.

Definition


• outlining the steps in the process of applying for a job • creating an interview follow-up letter • summarizing the procedure to follow for resigning from a position • participating in an exit interview • evaluating self-performance.


English

116


a. Make strategic use of multimodal tools. b. Credit information sources. c. Demonstrate the ability to work effectively with diverse teams including setting

rules and goals for group work such as coming to informal consensus, taking votes on key issues, and presenting alternate views.














effective essays. k. Elaborate ideas clearly through word choice. l. Use textual evidence to compare and contrast multiple texts. m. Revise writing for clarity of content, accuracy, and depth of information.

117

n. Write and revise to a standard acceptable both in the workplace and in postsecondary education.







discussion rules with awareness of verbal and nonverbal cues. f. Anticipate and address alternative or opposing perspectives and counterclaims. g. Evaluate the various techniques used to construct arguments in multimodal

presentations. h. Use vocabulary appropriate to the topic, audience, and purpose. i. Evaluate effectiveness of multimodal presentations.






e. Use words, phrases, clauses, and varied syntax to create a cohesive argument.

118

f. Blend multiple forms of writing including embedding narratives to produce effective essays.

g. Revise writing for clarity of content, accuracy and depth of information. h. Write and revise to a standard acceptable both in the workplace and in
















119






a. Use complex sentence structure to infuse sentence variety in writing. b. Edit, proofread, and prepare writing for intended audience and purpose. c. Use a style manual, such as that of the Modern Language Association (MLA)

or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.




Create a personal website for the presentation of the career portfolio. Demonstrate appropriate interviewing techniques through participation in mock or actual interviews. Demonstrate the ability to complete an online job application accurately. Demonstrate the ability to describe personal skills to interviewers. Demonstrate the ability to prepare and transmit electronic resumes and cover letters that meet business standards. Describe electronic and telecommunication job search tools (e.g., Internet job banks; electronic resumes; and electronic, telephone, and videoconferencing interviews). Describe strategies for negotiating conditions of employment. Describe the criteria for evaluating job offers.

120

Discuss effective strategies for handling rejection. Experience paid/unpaid work opportunities in one or more career clusters through various opportunities (e.g., job shadowing, mentoring, e-mentoring, internships, cooperative work experiences, and community service). Explain the importance of appropriate interview follow-up techniques. Explain the importance of personal appearance and grooming in the workplace. Identify appropriate factors for evaluating job offers and deciding whether to accept or reject them. Identify steps to prepare for an interview. Identify techniques for negotiating monetary and benefit compensation. Model behavior that contributes to a successful interview. Prepare paper and electronic resumes and cover letters.


Participate in a variety of interview rehearsals, both as an interviewer and as an interviewee. Role-play interview situations for simulated job opportunities. Write a formal application message, resume, and follow-up message for a job opportunity.

Task Number 057

Deliver an oral presentation of the professional portfolio.

Definition

Delivery should include

• displaying evidence of thorough preparation and knowledge of the material • providing relevant visual aids • maintaining eye contact with the audience as much as possible • speaking clearly and distinctly with confidence and enthusiasm

121

• demonstrating professional presentation skills, such as standing up straight and avoiding excessive movement and other nervous habits

• responding to questions in an effective manner.


English


a. Make strategic use of multimodal tools. b. Credit information sources. c. Demonstrate the ability to work effectively with diverse teams including setting

rules and goals for group work such as coming to informal consensus, taking votes on key issues, and presenting alternate views.












discussion rules with awareness of verbal and nonverbal cues. f. Anticipate and address alternative or opposing perspectives and counterclaims.

122

g. Evaluate the various techniques used to construct arguments in multimodal presentations.

h. Use vocabulary appropriate to the topic, audience, and purpose. i. Evaluate effectiveness of multimodal presentations.









Present the career portfolio. Use evolving technologies to enhance the career portfolio.


Deliver extemporaneous and planned speeches with confidence. Demonstrate ability to speak persuasively for a specific cause. Discuss the preliminary steps involved in creating spoken presentations. Evaluate media and spoken presentations analytically and critically. Explain career-specific terminology.

123

Organize thoughts to reflect logical thinking before speaking. Plan and present short presentations, individually or as a member of a group. Present findings of capstone projects in a formal individual or team presentation using appropriate graphics, media, and support materials. Use technology appropriately to enhance spoken presentations.

Task Number 058

Identify potential education and employment barriers for nontraditional groups and ways to overcome those barriers.

Definition

Identification should include

• barriers such as unlawful discrimination in hiring or promoting with regard to the applicant’s or employee’s gender, ethnicity, age, or disability

• ways to overcome the barriers, including scholarships, job-training programs, work-based learning opportunities, and minority assistance programs.


English







124



















125


Demonstrate appropriate interpersonal skills for working with and for others. Demonstrate personal qualities related to employability (e.g., promptness, ability to get along with others, dependability, willingness to ask questions, respect for diversity, and communication skills). Describe different cultural behaviors and expectations. Describe how physical, intellectual, and cultural diversity can strengthen workplace effectiveness. Describe ways tasks and the workplace environment can be structured to accommodate the diverse needs of workers. Discuss advantages and disadvantages of entering nontraditional occupations. Discuss and demonstrate the skills necessary to function as a member of a diverse workforce (e.g., diplomacy, patience, willingness to compromise, and ability to listen). Discuss social and economic factors that have resulted in changing career patterns for a diverse workforce.

SOL Correlation by Task 001 Describe the development of computers and

current industry trends in the programming field. English: 10.5, 11.5, 12.5

History and Social Science: GOVT.9, GOVT.12, GOVT.15, VUS.13, VUS.14, WG.17, WHII.14

002 Describe the development of programming languages and applications.

English: 10.5, 11.5, 12.5

126

History and Social Science: GOVT.9, GOVT.12, GOVT.15, VUS.13, VUS.14, WG.17, WHII.14

003 Describe the functions of computer hardware, computer software, and computer system components.

English: 10.5, 11.5, 12.5

Mathematics: COM.15, COM.16 004 Compare computer operating systems. English: 10.5, 11.5, 12.5 005 Identify the software development life cycle

(SDLC). English: 10.5, 11.5, 12.5

History and Social Science: GOVT.1

Mathematics: COM.1, COM.2, COM.3, COM.4, COM.5, COM.6, COM.8, COM.17, COM.18

006 Describe the integrated development environment (IDE) for a specific programming language.

English: 10.5, 11.5, 12.5

007 Describe basic concepts of a programming language.

English: 10.5, 11.5, 12.5

Mathematics: COM.6, COM.7, COM.10, COM.11, COM.13, COM.14, COM.15, COM.16, COM.18

008 Analyze the problem statement. English: 10.5, 11.5, 12.5

Mathematics: COM.1, COM.4 009 Create possible solutions to the problem. English: 10.2, 10.5, 11.2, 11.5, 12.2,

12.5


Mathematics: COM.1, COM.3, COM.4, DM.9*

010 Determine the best solution to the problem. English: 10.5, 11.5, 12.5


Mathematics: COM.1, COM.4, DM.8

011 Design a program, using an algorithm, pseudocode, a flowchart, and/or a decision table.

English: 11.5, 12.5

Mathematics: G.1, COM.1, COM.2, COM.4, COM.8

012 Code the program, using a programming language.

Mathematics: COM.1, COM.2, COM.4, COM.6, COM.8

127

013 Test the program with sample data. English: 10.5, 11.5, 12.5

Mathematics: COM.2, COM.17 014 Debug the program. English: 10.5, 11.5, 12.5

Mathematics: COM.2, COM.17, COM.18

015 Document the program. English: 10.2, 10.6, 11.2, 11.6, 12.2, 12.6

Mathematics: COM.2 016 Implement the program. Mathematics: COM.10, COM.11 017 Describe maintenance procedures. English: 10.5, 11.5, 12.5 018 Identify syntax errors of a given programming

language. English: 10.5, 11.5, 12.5


019 Identify industry standards for a graphical user interface (GUI).

English: 10.5, 11.5, 12.5

020 Create a graphical user interface that adheres to industry standards.

Mathematics: COM.10

021 Code a program that will produce formatted output.

Mathematics: COM.11

022 Code a program that uses mathematical operators and built-in functions.

Mathematics: COM.1, COM.6, COM.7, COM.16

023 Write a program that uses variables and constants.


024 Write a program that accepts user input. Mathematics: COM.10, COM.11 025 Write a program that uses arrays. Mathematics: COM.13, COM.14 026 Write a modular program that uses functions or

methods. Mathematics: COM.5

027 Write a program that uses conditional structures. Mathematics: COM.3, COM.7, COM.8, COM.13, COM.14

028 Write a program that uses looping structures. Mathematics: COM.3, COM.8, COM.13

029 Write a program that uses counters and accumulators.

Mathematics: COM.3, COM.13

030 Code a program to display graphics. Mathematics: COM.11, COM.12 031 Code a program to incorporate multimedia. Mathematics: COM.10, COM.11,

COM.12 032 Code a program to animate objects. Mathematics: COM.10, COM.12,

COM.13, COM.14 033 Examine the history of game design and

development. English: 10.5, 11.5, 12.5

128

History and Social Science: GOVT.12, VUS.14, WG.17, WHII.14

034 Analyze the effect of intellectual property law on game design.

English: 10.5, 11.5, 12.5

History and Social Science: GOVT.7, GOVT.8, GOVT.14, GOVT.15

035 Identify the target markets for game applications. English: 10.5, 11.5, 12.5 036 Identify game genres. English: 10.5, 11.5, 12.5 037 Examine a variety of game programming

platforms.

038 Create a storyboard. English: 10.5, 11.5, 12.5 039 Code a game program from the storyboard. Mathematics: COM.3, COM.4 040 Create a game object. Mathematics: COM.12 041 Specify behaviors of a game object. Mathematics: COM.5, COM.14 042 Develop a game program that uses a scoring

method. Mathematics: COM.3, COM.13

043 Create a game program with multiple levels. Mathematics: COM.2, COM.7 044 Explain how to locate resources and references

to aid program development. English: 10.5, 11.5, 12.5

045 Evaluate sample code obtained from the Internet and/or other sources.

Mathematics: COM.2, COM.17

046 Develop a web page, using hypertext markup language (HTML) and cascading style sheets (CSS) and/or JavaScript.

Mathematics: COM.18

047 Describe the process and requirements for obtaining industry certifications related to the Programming course.

English: 10.5, 11.5, 12.5

History and Social Science: GOVT.7, GOVT.8

048 Identify testing skills/strategies for a certification examination.

English: 10.5, 11.5, 12.5


049 Demonstrate ability to successfully complete selected practice examinations (e.g., practice questions similar to those on certification exams).

English: 10.5, 11.5, 12.5


050 Successfully complete an industry certification examination representative of skills learned in this course (e.g., MCP, IC3).

English: 10.5, 11.5, 12.5


051 Identify careers in the information technology industry.

English: 10.5, 10.8, 11.5, 11.8, 12.5, 12.8

129


052 Describe ways that computer programs can be used in business and industry.

English: 10.5, 11.5, 12.5


053 Create or update a résumé. English: 10.6, 10.7, 11.6, 11.7, 12.6, 12.7

054 Investigate information technology educational and job opportunities.

English: 10.5, 10.8, 11.5, 11.8, 12.5, 12.8


055 Assemble a professional portfolio. English: 10.1, 10.6, 10.7, 11.1, 11.6, 11.7, 12.1, 12.6, 12.7

056 Describe basic employment activities. English: 10.1, 10.6, 10.7, 11.1, 11.6, 11.7, 12.1, 12.6, 12.7

057 Deliver an oral presentation of the professional portfolio.

English: 10.1, 11.1, 12.1

058 Identify potential education and employment barriers for nontraditional groups and ways to overcome those barriers.

English: 10.5, 11.5, 12.5

Transportation Career Modules The following transportation career modules were correlated to this course in March 2012 as part of Careers in Transportation Curriculum Project funded by the U.S. Department of Transportation. Modules include field-tested activities and lesson plans that require students to apply knowledge and skills learned in this course and may encourage students to explore related careers in the Transportation, Distribution, and Logistics Career Cluster. Click on the link to access the Careers in Transportation Curriculum Project site (www.transportationcareers.org/?page_id=301), and scroll down to search for modules by ID number and title. The correlated career modules are the following:

• ID#: LPMS701-113 Title: Graphical Linear Programming • ID#: TO401-113 Title: UAV / BlimpDuino Study: Linear Programming

Instructional Scenarios The following instructional scenarios provide classroom activities to support the major concepts included in Programming.

http://dave:8080/++skin++retail/verso/business_and_information_technology/programming_664036wks/2020/working/www.transportationcareers.org/?page_id=301

130

• Choosing a Computer for Your School Division Duty/Concept Area: Exploring Programming Concepts Students will research computer models and present the pros and cons of each.

• Extreme Snowboards Duty/Concept Areas: Exploring Programming Concepts; Implementing Programming Procedures; Mastering Programming Fundamentals Students will create an e-commerce application to sell snowboards.

• Flowcharting a Guessing Game Duty/Concept Area: Using Algorithmic Procedures Students will create a flowchart to help in the development of a guessing-game app.

• Get Out the Vote Duty/Concept Area: Using Algorithmic Procedures Students will design a program to be used to vote for prom king and queen.

• Restaurant Order Confirmation Application Duty/Concept Area: Mastering Programming Fundamentals Students will develop an application that customers use to order meals.

• Selecting a Programming Language for an eLearning Business Duty/Concept Areas: Exploring Programming Concepts; Using Algorithmic Procedures; Implementing Programming Procedures; Using Web Technology; Developing Employability Skills Students will compare features of popular programming languages and choose the best language for a curriculum-design tool.

• Recycling Rush Duty/Concept Area: Developing Interactive Multimedia Applications Students will create an educational game that teaches what items can be recycled.

• The Downfalls of Downloading Duty/Concept Area: Developing Interactive Multimedia Applications Students will determine whether downloading a song for background music in a video game violates intellectual property laws.

• Whose Game Is It Anyway? Duty/Concept Area: Developing Interactive Multimedia Applications Students will determine whether an employee is in violation by taking a project from one employer to his new job.

Cyber Security and Cyber Forensics Infusion Units Cyber Security and Cyber Forensics Infusion Units (CYBR) were designed to be infused with designated CTE courses to help students achieve additional, focused, validated tasks/competencies in personal and professional cyber security skills. These units are not mandatory, and, as such, the tasks/competencies are marked as “optional” and are to be taught at the instructor’s discretion.

http://cteresource.org/attachments/bus/scenarios/programming/choosing-computer-for-school-division.pdf

http://cteresource.org/attachments/bus/scenarios/programming/extreme-snowboards.pdf

http://cteresource.org/attachments/bus/scenarios/programming/flowcharting-guessing-game.pdf

http://cteresource.org/attachments/bus/scenarios/programming/get-out-the-vote.pdf

http://cteresource.org/attachments/bus/scenarios/programming/restaurant-order-confirmation-application.pdf

http://cteresource.org/attachments/bus/scenarios/programming/selecting-a-programming-language-for-an-elearning-business.pdf

http://cteresource.org/attachments/bus/scenarios/programming/recycling-rush.pdf

http://cteresource.org/attachments/bus/scenarios/programming/the-downfalls-of-downloading.pdf

http://cteresource.org/attachments/bus/scenarios/programming/whose-game-is-it-anyway.pdf

http://cteresource.org/verso/courses/CYBR/cyber-security-and-cyber-forensics-infusion-units-tasklist

131

Entrepreneurship Infusion Units Entrepreneurship Infusion Units may be used to help students achieve additional, focused competencies and enhance the validated tasks/competencies related to identifying and starting a new business venture. Because the unit is a complement to certain designated courses and is not mandatory, all tasks/competencies are marked “optional.”

Microsoft Imagine Academy Resources Microsoft Imagine Academy (MSIA) offers classroom resources and materials and instructional techniques that will help enhance instruction and learning for this course. Using the school’s membership ID and product key for the Microsoft Imagine Academy, all resources are available through the MSIA Member Dashboard on the Microsoft site.

• To access the curriculum resources, select the Classroom Tile from the member site. • To access downloadable curriculum resources including the MOAC e-Book, Lesson

Plans, and Study Guides select Curriculum Overview - Curriculum Downloads. • To access Online Learning videos and tutorials select Online Learning Directory tile. • For more information visit: How to Get Started with Microsoft Imagine Academy

Program.

http://www.cteresource.org/verso/courses/ENIU/entrepreneurship-infusion-units-tasklist

https://member.imagineacademy.microsoft.com/

http://www.doe.virginia.gov/instruction/career_technical/ms_it_academy/index.shtml

http://www.doe.virginia.gov/instruction/career_technical/ms_it_academy/index.shtml

programming...national security; b. assessing the role of national interest in shaping foreign...

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