1. Computing Related Courses in BC’s Education Plan
Computing in Mathematics and ADST

2. Are you in the right place?

3. About Me Cam Joyce Johnston Heights joyce_c@surreyschools.ca
Teach Math and CS
ADST/Math Curriculum writer
Computing Science
Computer Programming

4. I’m still learning
I’m not perfect
I’m sharing what I’m working on

5. Traits of My Favorite Activities
Support Visualization
Incorporate multimedia
Have a low floor and high ceiling
Can be Individualized
Towards Interests
To complement ability
To avoid plagiarism
Are engaging
To a broad audience (not just those that enjoy CS)
Students work from home when it’s not required

6. Functions, Methods, Modularity
Planning Before
Logical progression of content
Basics of the Language
Decisions and Logic
Iteration
Functions, Methods, Modularity
Classes …

7. Assignments Write a program to:
determine if a given year is a leap year
practice basic arithmetic using random numbers
3 * 5 = ? = ? …
Sum the first 100 integers

8. Read source code documentation
Planning Now
Progression of Project
Make a picture
Create a character
Create a game …
...
Read source code documentation
Create a method
Make a picture
Use library methods
Use basic data types
...

9. What About Inquiry?

10. Greenfoot as a tool for learning CS/CP
IDE for basic/rapid application development
Create a World and Actors who live in the World
Visual IDE based on BlueJ
Extension: Droidfoot
Supported Languages:
Java
Stride (new) – python meets java

11. Free, no administrative credentials

14. Sharing

15. Troubleshooting

18. Example Project #1

20. CS11 Curricular Competency: Communicating and Representing Scope
Modularity
Make a Picture
Representing Data
Variables, Constants

22. CP11

23. CP11 Curricular Competencies: Defining, Ideating, Prototyping
Structures
within existing code
Pre-built libraries and their documentation
Make a Picture
Strategies
to predict effects of code modification
Inline commenting to document source code

24. CS courses Aimed at students who will study CS in post secondary
Introduce and practice Computational Thinking
Coding as a tool to execute computational thinking
Traditional Computing concepts
Algorithms
Complexity
Data Structures

25. Computational Thinking (CSTA)
Computational thinking (CT) is a problem-solving process that includes (but is not limited to)the following characteristics:
Formulating problems in a way that enables us to use a computer and other tools to help solve them.
Logically organizing and analyzing data
Representing data through abstractions such as models and simulations
Automating solutions through algorithmic thinking (a series of ordered steps)
Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources
Generalizing and transferring this problem solving process to a wide variety of problems
These skills are supported and enhanced by a number of dispositions or attitudes that are essential dimensions of CT. These dispositions or attitudes include:
Confidence in dealing with complexity
Persistence in working with difficult problems
Tolerance for ambiguity
The ability to deal with open ended problems
The ability to communicate and work with others to achieve a common goal or solution

27. Programming
What about students that just want to write code and make software but aren’t inclined to learn the theory
Quicksort algorithm in detail vs. sort( myList )
Rely on prebuilt solutions/open source examples
Those that “Google” a solution to borrow rather than make their own
I took shop, woodwork, auto…
Never intended to take up a trade
It seemed fairly unanimous that there were two groups within the existing ICTP structure anyway

28. CS vs CP
CS = computational thinking + elements of CS (classical algorithms, complexity, data structures)
Creating algorithms and translating them into source code
Understanding the basics of complexity and data structures
Theory
Learning to code to implement Computational Thinking
CP = design cycle + product
What is the process that is used to build software (in teams)
How do I use/obtain/create/modify source code to execute my design
Product
Learning to code to build software

29. Got it?

30. CS11 CP11 Programming language basics Modularity Logic Control flow
Representing data, Types of data, Basic input and output, Primitive data vs. Objects, Utilizing built in libraries
Modularity
Reducing complexity and redundancy in code, Problem decomposition
Logic
Conditional statements, Logical operators, Relational operators (for primitive data and objects), Logical equivalences/simplification, Truth tables (min/max terms)
Control flow
if/else if/else branching, iteration
Arrays and Lists
Organization of memory in a ordered set, Standard operations, Searching algorithms (introduction to complexity) 
Techniques for creating algorithms
Applications to Mathematics
Elements of coding
Style/Whitespace/Commenting
Input/Output
Variables
Decisions
Loops
Use of code libraries and how to navigate their documentation
Students are expected to learn the basic coding skills above. However, to build better software they will often be expected to seek out and improve/modify existing solutions.
(Software) Design Cycle
Generating a set of requirements
Transforming the requirements into a software design
Implementing design with source code
Testing

31. CS12 CP12 Encapsulation Data structures Multi-dimensional arrays
Persistent memory
Recursion
Techniques for creating algorithms
Complexity
Applications to Mathematics
Elements of coding
Functions or other structures that aid in modularity/problem decomposition
standardized source code documentation (JavaDoc, PyDoc, etc.)
self-documenting code (style)
Use of a debugger
Error handling
Use of pre-built data structures
Interface Design
Team work/collaboration
tools for programming in teams
management of complexity
(Software) Design Cycle
Generating a set of requirements
Transforming the requirements into a software design
Implementing design with source code
Testing
Maintenance  Feedback from sharing the project

32. Back to planning... Logical Operators If/Else Statements Casting
Make a Character
Arrays
Random Numbers
Math Operations

33. Floor

34. Student work - Frog

35. TicTacToe - Floor

36. Othello/Reversi

37. Chess

38. What do you think?

39. What do you think?

40. What do you think?

41. Applications of Computing Science to Mathematics
Students can bring their math problems to CS class
Write a program to:
Determine how many roots a quadratic equation will have
Solve a system of linear equations
Generate terms in a geometric sequence/series
Generate a worksheet of practice problems and answers
Expand a binomial expression
What-if analysis (financial mathematics):
What is the total cost of an item if you choose to buy it with your credit card and pay just the minimum monthly payment?
What if you double the minimum
Your mortgage provider allows you to pay up to 15% extra per month off your mortgage. How much interest will you save and how much quicker will your loan be paid off if:
You pay the full 15%? You only pay 10%?

42. I still… Use regular practice of skills like I did before
codingbat is a nice tool
pythontutor is another I highly recommend
Skill practice is important
I don’t start with skill practice anymore though
I start with projects that motivate students to learn a skill

43. CodingBat Can author custom questions also
Java and Python (and more) supported
Nice prequel to CCC online grader

44. Pythontutor.com

45. Pythontutor.com

46. Contact Info
Cam Joyce
Surrey School District
Johnston Heights Secondary
mrjoyce.wordpress.com
A work in progress