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

Suggested Curriculum Guidelines

Note:

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

Part 1: Computer Science

GRADE 9
DOMAIN A: Computer
Systems [SLO CS-09-A-01]
Standard 1: Students will understand and explain the various components of a computer
system and the different levels of interactions between these. They will have a basic
understanding of digital logic, the different stages of the software life cycle and the
concepts of scalability, reliability and security for computer systems.
Student Learning Outcome(s):
[SLO CS-09-A-01] Students will define and describe types of systems (artificial, natural),
computer hardware components such as computer architecture (CPU, microprocessors,
etc.)

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

Students will know ● Explain how the various

● The core parts of a computer system components interact together to
and how they all work together, transmit data and instructions
including definitions and key ● Illustrate the hierarchy of
functions of computer architecture memory and storage devices
such as central processing unit with respect to their
(CPU), arithmetic logic unit (ALU), volatility/retention, speed,
control unit (CU), memory, operating storage capacity, cost
system and application software, ● Differentiate between
and data representation in necessary and auxiliary
computers (bit, byte, binary, components of a computer
denary/decimal, hexadecimal) system
● Difference between hardware
engineering and software
engineering
● Difference between natural and
artificial systems
● Types and hierarchy of memory
with respect to their
volatility/retention, speed, storage
capacity, cost
● Difference between necessary
and auxiliary components of a
computer system
Assessments
Formative Assessments
Quiz assessment questions on the following topics:
● Components of and data transmission within a computer system
○ What is the difference between input and output devices? Give 2 examples of
each
○ What is the storage device on a computer called?
○ What are the four basic components of a computer?
○ What is the full form of RAM?
○
○ What units is the capacity of your hard drive measured in?
○ What is the most common keyboard layout?
○ How does a computer connect to the internet?

Summative Assessments
Exam questions on:
● Recognizing the basics of a computer system
● Differentiating between hardware and software layer
● Explaining how the various components interact together to transmit data and
instructions
Learning Activities
1. Share questions with students on how computers work and then show video in
class to explain how computers work and what they do:
https://www.youtube.com/watch?v=92TaQRBwPSs
2. Various components of a computer
explained: https://www.youtube.com/watch?
v=ExxFxD4OSZ0
3. Other relevant videos explaining binary, what is digital vs etc:
https://www.youtube.com/watch?
v=Xpk67YzOn5w&list=PLvVRXnxnXxLiJU1blLohEVhj38Q1rx oAU
4. Hands on lab: Install, configure, and maintain the major hardware components.
5. Hands on lab: Analyze problems and resolve system faults using basic
troubleshooting tools.
 6. In-class activity: Oral presentations that involve demonstration of skills such as 1.
Independent research using the Internet 2. Research on product specifications 3.
Downloading drivers or other information from vendor sites 4. Gathering
information on new hardware devices 5. New software (third party) diagnosis tools

[SLO CS-09-A-02]

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

Student Learning Outcome(s):

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

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

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

Summative Assessments
Exam questions on topics such asL
● Describe the main functions of an operating system.
● Outline the uses of various application software.
Learning Activities
1. In-class discussion: Instructor to share questions on how computer science is
changing everything and then request students to watch & debrief on videos
on the topic, e.g.: https://www.youtube.com/watch?v=QvyTEx1wyOY
2. Hands on activity explaining how to install commonly used system software and
troubleshoot any issues during installation.
 3. Hands on activity explaining how to install commonly used application
software and troubleshoot any issues during installation.
4. Creating a presentation on a topic using an application like MS Powerpoint
5. Creating a written report on a research topic, the submission should include
cover page, title, table of contents, headers, subheadings, paragraphs in a word
processor like MS Word
6. Creating a chart from a table in a spreadsheet using an application like MS Excel
7. Creating a diagram in an image procSLO CS-10-G-01essing tool like MS Paint
8. Identifying formatting errors and knowing how to fix them
9. In-class activity: Instructor-led discussions about and analysis of sample programs
written in assembly language
https://www.scirp.org/journal/paperinformation.aspx?paperid=94063
10. In-class activity: Instructor-led exercises requiring students to understand a given
assembly language program and then walkthrough translating higher-level
language to assembly language and discuss issues that arise
https://oliviagallucci.com/converting-high-level-languages-to-machine-language/
[SLO CS-09-A-03]

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

Student Learning Outcome(s):

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

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

● How data is transmitted across a ● Identify common network

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

Explain these key terms to students: 7-layer OSI

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

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

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

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

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

Domain B: Computational Thinking &

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

B-02]
Standard 1:Students will identify and decompose simple and complex problems, create & evaluate
appropriate solutions using computational approaches, and understand and apply common algorithms used
in solving computational problems.

Student Learning Outcomes

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

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

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

Sample questions can include:

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

1. Describe computational thinking with examples and linking it with logical thinking.
2. Let students play simple games on paper, for example, tic tac toe, connecting dots
game or traditional such as connecting dots within a group.
https://kidpillar.com/games-kids-think-critically- critical-thinking/
 Standard 1:Students will identify and decompose simple and complex problems, create & evaluate
appropriate solutions using computational approaches, and understand and apply common algorithms used
in solving computational problems.

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

Domain C: Programming Fundamentals

[SLO CS-09-C-01]

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

Student Learning Outcome(s):

a web application

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

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

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

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

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

● Design and Development Comparison: Provide students with a design mockup or

wireframe of a website and a web application. In small groups, ask them to
identify the elements and features that are unique to each type. Have them
discuss and present their observations, emphasizing the user interactions, data
processing, and dynamic functionality present in the web application design.
 ● Case Study Analysis: Provide students with a case study that involves a real-world
website and web application. Ask them to examine the purpose, functionalities,
and user experience of each. Have them compare and contrast the design choices,
features, and development approaches used in the website and web application.
Encourage critical thinking and discussions on the advantages and disadvantages
of each approach.

● Potential textbook resources:

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

[SLO CS-09-C-
02]
Standard: Students will develop, test, and debug static website (using HTML and CSS) and
a dynamic website (using JavaScript)

Student Learning Outcome(s):

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

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

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

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

Learning Activities

1. Stages of website development:

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

[SLO CS-09-C-03]

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

Student Learning Outcome(s):

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

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

Assessments

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

Sample projects can include:

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

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

Sample questions can include;

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

Learning Activities

1. Students can watch a video on how to make a website dynamic using

JavaScript: https://www.youtube.com/watch?v=MkV_x-x79UI
2. In-class project build a dynamic website using JavaScript:
a. Sample 1: https://medium.com/@pearlmcphee/build-a-dynamic-app-using-
javascript- html-and-css-f0dfc136007a
b. Sample 2: https://www.htmlgoodies.com/javascript/creating-dynamic-
websites-using- javascript/
3. Additional reading on concepts:
a. https://www.udacity.com/blog/2021/06/javascript-hub.html
b. Variables, Data Types and Arrays in JavaScript and printing values in
console, https://www.edureka.co/blog/data-types-in-javascript/
c. Variable assignment in JavaScript
https://www.w3schools.com/js/js_variables.asp
d. What aspects of HTML can be changed with
JavaScript:
https://www.w3schools.com/js/js_htmldom_html.a
sp
[SLO CS-09-C-
04]

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

Student Learning Outcome(s):

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

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

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

Summative Assessments
Practical / lab exercise programming small algorithms in
JavaScript Practical / lab project creating a programming project
in JavaScript
Learning Activities
1. Fun mini-applications that are great for beginners and use all the programming
fundamentals:
● https://hackr.io/blog/javascript-projects
● https://skillcrush.com/blog/projects-you-can-do-with-javascript/
 2. Start with using JavaScript in IDE (VS Code or Visual Studio or online
interpreter) without HTML https://linuxhint.com/javascript-visual-studio-code/
3. Sequence, Selection and Repetition in JavaScript
http://students.cs.ucl.ac.uk/schoolslab/projects/HT6/cooking/HT6/JavaScript_Seq_Sel_
Itr.htmlL ink algorithm thinking in here from previous SLOs
4. Arrays in JavaScript https://www.w3schools.com/js/js_arrays.asp
5. Loops in javascript https://www.w3schools.com/js/js_loop_for.asp

[SLO CS-09-C-05]

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

Student Learning Outcome(s):

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

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

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

Summative Assessments
Quiz/exam / practical on computing problems with errors and students to identify errors
using test functions and breakpoints.
Learning Activities
● Basic workflow debugging for JavaScript programming (instructors can follow
video and steps on this page:
https://developer.chrome.com/docs/devtools/javascript/ ) to use breakpoints

Domain D: Data and Analysis

[SLO CS-09-D-01]

Standard 1: Students will be able to understand how computer systems collect, store,
process, visualize, and interpret data
Standard 2: Students will get an introduction to the relational data model, relational
database engines, and SQL and how to design good schemas.
Student Learning Outcomes: [SLO CS-09-D-01] Students will explain the scope of the data
science field as an interdisciplinary field (computer sciences, mathematics & statistics,
and business knowledge & understanding).

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

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

Quiz assessment/ project on:

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

Sample questions can include:

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

Summative Assessments
Sample questions can include:
● Define and differentiate between data science, data analytics, computer science,
mathematics, statistics, and business knowledge understanding
● Read a case study (1) identify the business problem (2) comment on how data
science can solve the business problem
Learning Activities
● What is Data Science?
a. Students construct the definition of Data Science and share it with the class
b. Show a video [or share an article(s)] that goes over the concept of data
science and exposes students to different definitions of data science.
● What is a business problem?
a. Students draw a visual of how data science can solve a business problem
b. Show a video [or share an article(s)] that define common business
problems in data science

● Read an article about the different types of problem data science solves:
https://hackernoon.com/9-unusual-problems-that-can-be-solved-using-
data-science- e7dbb89aa0c4
a. Summarize these problems
b. Which ones replace human tasks?
 ● Read a newspaper article or online paper to identify a problem that can be
solved using data science.
a. Read the article: The Internet of Things Is Coming for Us - The New
York Times (nytimes.com)
● Student to research, create project presentations, or discuss topics in class, e.g.
a. What is the Internet of Things
b. What kind of data do Siri and Alexa collect? How is this data used?
c. What problems/tasks are these technologies automating?
d. What kind of everyday tasks are these technologies replacing?
● Potential curriculum resource textbook:
https://curriculum.idsucla.org/IDS_Curriculum_v_5.0/1_IDS_Curriculum_v_5.0/
IDS_Intro%2BU nit1_v%206.0_FINAL.pdf

[SLO CS-09-D-02]

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

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

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

Students will be able to:

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

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

Sample questions can include:

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

Summative Assessments
Practical / Lab Exercises on lload data from a .csv or .xls or to RStudio or
Python Exam question on:
● Constructing summary statements about data, how it is collected, how it is
used, and how to work with it
● Defining a database, its rationale, and its purpose for managing data.
● Explain why the relationship between the variables might exist, or if there is no
relationship, why that might be so.
Learning Activities
1. Data is everywhere. Identify a video/ article to introduce students to the idea
that data is ubiquitous. The advent of computers has transformed the way data
are collected, used, and analyzed. See how Amazon uses your data: How
Amazon Uses Big Data | Future of Tech (https://youtu.be/O0DnYqkRWWQ)
2. Experience data handling using ubiquitous data and organize data using
rectangular or spreadsheet format as data storage structures. Everyday
activities can be observed and recorded as data. Become aware of the
difference between plots used for categorical and
 numerical variables. Interpret and understand graphs of distributions for numerical
and categorical variables. See an example of an activity that teaches students how
to collect data: Lesson 6: What Do I Eat? - Introduction to Data Science Curriculum
(idsucla.org)
3. Data & Variables: Data can be broken up into two parts.
a. Observations - Observations are the who or what we are collecting data from/
about.
b. Variables − Variables are the measurements or characteristics about our
observations.
c. If need be, re-type the command you used to view your data. Then
answer the following:
i. Based on the data, describe a few characteristics about the first
observation. What does the first column tell us about our
observations?
ii. In order to describe the first observation, notice that you had to look
at the first row of the spreadsheet. Each row, in this case, describes
a person.
iii. The columns of the spreadsheet represent variables.
4. Students collect data such as a. Name b. Height c. Grades d. Shoe or Shoe Type e.
Sport f. Friends or Number of Friends. (See Stick Figure Exercise Lesson 2: Stick
Figures - Introduction to Data Science Curriculum (idsucla.org))
a. Discuss and define the different data types, categorical, numerical
of the data collected.
b. Identify ways to organize the data (e.g. create a data table that consists
of rows and columns.) This type of organization as rectangular format, or
spreadsheet format.
5. Watch a video/read an article about Structured vs Unstructured data.
Structured vs. Unstructured Data: What’s the Difference? | Coursera
(https://www.coursera.org/articles/structured-vs-unstructured-data)& What is
Big Data | Big Data Types | Types of Data | Structured Data | Unstructured Data
| https://youtu.be/dK4aGzeBPkk
a. What is big data (will be introduced again as a separate SLO)
b. Discuss the differences between the two data types
c. Identify examples of structured and unstructured data

[SLO CS-09-D-03]

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

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

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

Students will know…

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

Assessments

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

Summative Assessments
Exam questions on topics such as
● Identify the different types of big data
● Recognize if big data is used to solve a business problem
● Read and critique published stories by interpreting the visualizations and
experimental conclusions
● Formulate questions, identify existing or similar business cases, and evaluate
how the new business solutions that leverage big data stack up against the old.
Sample questions are:
● Define the characteristics of big data. Give an example of big data and how a
business uses it to make better decisions.
Learning Activities
1. Definitions of Big Data: What is Big Data | Big Data Types | Types of Data |
Structured Data | Unstructured Data |
https://youtu.be/dK4aGzeBPkk
2. Watch this video to introduce the concept of Big Data: Big Data
in 5 mins: https://youtu.be/bAyrObl7TYE
a. After introducing the video, the instructor can decide how to structure
an interactive discussion in class.
i. What are data types stored on a smartphone?
ii. Do you know anything about privacy? Do you read privacy
statements before sharing your data?
iii. Should customers permit businesses to use their data, even if it
improves the customer user experience?
3. Watch videos/read case studies about the San Diego Supercomputer Center
4. Watch the videos/articles & complete exercises & quizzes on Khan Academy on:
Sources of big data | AP CSP (article) | Khan Academy
https://www.khanacademy.org/computing/ap- computer-science-principles/data-
analysis-101/big-data/a/sources-of-big-data and complete the exercise and quizzes
Domain E: Applications of Computer
Science [SLO CS-09-E-01]

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

Student Learning Outcome(s):

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

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

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

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

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

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

3. What is AI and Machine Learning: Students will learn definitions of AI and machine
learning based on simple activities based on how humans learn. Students will learn
about tasks that are easy for humans but hard for computers like
a. Recognizing emotions in voice (fear, sarcasm, anger, etc.)
b. Finding objects in Images
4. And recognizing tasks that are easier for computers but hard for humans
a. Hard math problems
b. Finding a number in a large sequence
[SLO CS-09-E-02]

Standard:
Benchmark I: Students learn about different popular fields in Computer Science like AI,
Cloud Computing, IoT,.
Benchmark II: Students learn about the importance of data and the social implications of
using data to make decisions and provide services.
Student Learning Outcome(s):
[SLO CS-09-E-02] Students will be able to discuss the social implication of the usage of AI
in decision- making that affects humans

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

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

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

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

Domain F: Impacts of
Computing [SLO CS-09-F-01]

Standard 1: Ethics and laws related to computing and the use of computing devices, media,
data, and the internet.
Student Learning Outcomes
[SLO CS-09-F-01] Understand and apply safe and responsible use of computers
(responsible use of hardware, appropriate use of software, and safe use of digital
platforms like data searches, social networking, etc.)

Knowledge: Skills:
Students will understand… Students will be able to…
● The selection and use different
hardware, software, and digital ● Discuss how ethics are guidelines
platforms for safe use depending on that dictate the responsible use of
the tasks to be executed computing systems
● The need for laws to protect user ● Identify computer related laws
privacy and intellectual property ● Interpret software agreements,
licenses and application terms

Students will know…

● What is meant by the key concepts
of data ethics and intellectual
property rights
● How to safely use data searches
and social networking sites
● Legal issues related to computing
such as software piracy laws
Assessments

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

Sample questions can include:

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

Summative Assessments
Exam questions on topics such as:
● Ethics are guidelines for responsible use of computing systems
● Computer-related laws
● Interpreting software agreements, licenses and application terms
 Sample question could be:
● How has this unit impacted your views on the ethical and legal issues
surrounding the use of computing devices and applications?

Learning Activities

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

[SLO CS-09-F-
02]

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

Student Learning Outcomes

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

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

Students will know…

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

Assessments

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

Sample question could be:

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

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

Sample question could be:

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

[SLO CS-09-F-03]

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

Student Learning Outcomes

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

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

Sample question could be:

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

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

Sample question could be:

● Examine the many ways in which computing innovations have had an impact on
society, including privacy, freedom of speech, intellectual property, work,
distribution of wealth, and the
 environment as well as for the many different fields in which they are used. Provide at
least 3 examples.

Learning Activities
● Find two examples each of: copyrights, trademarks and patents.
● Computing has changed the way we do everything in the modern world including
the world economy. The main impacts have included e-commerce, new
marketing tactics, facilitation of globalization, and creation of new jobs. Select
one of these areas and provide an example of how that technology has changed
the way we interact with the world.
● Job insecurity is a big human impact of computing innovations. List some
jobs that have become obsolete because of computing.
● Investigate and describe governmental initiatives promoting environmental
awareness and sustainability such as, recycling centers, refurbishing
computers, printer cartridge recycling programs etc. If none exists, create a list
of suggestions to reduce environmental impact.
● List strategies to reduce impact of computer technologies on the
environment including strategies like turn computers and monitors off at
end of day.
● Students will be asked to find examples from their lives where violation of data
Grade 10
Domain A: Computing
Systems [SLO CS-10-A-01]
Standard 1: Students will understand and explain the various components of a computer
system and the different levels of interactions between these. They will have a basic
understanding of digital logic, the different stages of the software life cycle and the
concepts of scalability, reliability and security for computer systems.

Student Learning Outcome(s):

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

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

● How computers use binary arithmetic.

Assessments

Formative Assessments

Quiz / In-class exercises on the topics:

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

Summative Assessments
End of module assessment or end of term exam
Learning Activities
1. In-class activity: Instructor-led video viewing and discussion about why computers
use 1s and 0s and a short explanation of binary and ASCII:
https://www.youtube.com/watch?v=Xpk67YzOn5w&t=97s
2. In-class activity: Instructor-led video viewing and discussion about why computers
use binary vs. base 3 or other base systems: https://youtu.be/fXwSFhUVFmE
 3. In-class activity: Instructor-led exercises in which students convert between integer
bases and encode floating-point numbers in binary
4. Out-of-class assignment: Assigned readings on such topics as integer types
represented in two's complement
5. Video: How to represent numbers and letters with
binary: https://www.youtube.com/watch?
v=1GSjbWt0c9M
6. Video: Converting between different number systems:
https://www.youtube.com/watch?v=Fpm- E5v6ddc
[SLO CS-10-A-02]

Standard 1: Students will understand and explain the various components of a computer
system and the different levels of interactions between these. They will have a basic
understanding of digital logic, the different stages of the software life cycle and the
concepts of scalability, reliability and security for computer systems.
Student Learning Outcome(s):
[SLO CS-10-A-02] Students will be able to explain how system software controls the flow of
information between hardware components used for input, output, storage, and processing

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

Formative Assessments

Quiz / In-class exercises on the topics:

● Types, purpose, application of operating systems

Sample question could be:

● What is the primary purpose of an operating system?
● What are the four main computer system resources managed by an operating
system?
● What is a process? What is the difference between a job and process?
● What is a thread?
 ● What is a process scheduler and what are the characteristics of a good process scheduler?
● What are the differences between paging and segmentation?
● What are two hardware features that are used to support an operating system and
how do they work?
● What is the sequence of events that a process goes through as it executes?

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

Learning Activities
In-class activity: Instructor-led video viewing and discussion about what an operating
system is and how it came about: https://www.youtube.com/watch?v=26QPDBe-NB8
Video: Instructor can play a video on operating systems and students can share out key
learnings on operating systems and it’s various components. Example videos in playlist:
https://www.youtube.com/watch?
v=vBURTt97EkA&list=PLBlnK6fEyqRiVhbXDGLXDk_OQAeuVcp2O
[SLO CS-10-A-
03]
Standard 1: Students will understand and explain the various components of a computer
system and the different levels of interactions between these. They will have a basic
understanding of digital logic, the different stages of the software life cycle and the
concepts of scalability, reliability and security for computer systems.
Student Learning Outcome(s):
[SLO CS-10-A-03] Students will identify and learn common software tools such as
translators, integrated development environments, online and offline computing
platforms, code repositories, etc.

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

Students will know

● Definitions of key software tools such
as translators, integrated
development environments, online
and offline computing platforms,
code repositories etc
● Difference between on premise and
hosted application software
● What applications can be used
without internet(offline) and which
require internet to work (online)
● Uses of programming software such
as language editors, debuggers,
compilers, IDEs, source code
repositories and build systems (e.g.
Eclipse for Java, Coda for Mac, Visual
Studio for multiple languages,
github for source code)
Assessments
Formative Assessments
Quiz / In-class exercises on the topics:
● Types of software and their differences
● Pros and cons of software hosting on-premise vs. in cloud
● How programming software helps them write code that can then get compiled.

Sample question could be:

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

Summative Assessments
Exam questions
● Differences between system software, programming software, application
software and driver software.
● Common examples of the different types of applications, including
productivity and programming software
Learning Activities
1. In-class activity: Instructor-led video viewing and discussion about how
software works: https://youtu.be/xnyFYiK2rSY (Download and share video if
no internet or lab)
2. In-class activity: Instructor to demonstrate how to install software and demo
common programming software for students to try hands-on. Build a simple
one-line hello world type program in a programming language like Python and
ask students to follow along
 3. In-class activity: Instructor-led video viewing and discussion about top 5
programming tools for new coders: https://www.youtube.com/watch?
v=WWy7ZWQiG8s (Download and share video if no internet or lab)

Domain B: Computational Thinking &

Algorithms [SLO CS-10-B-01]

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

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

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

Formative & Summative Assessments

Assessment questions on:
● Boolean logic, verbal logical reasoning, nonverbal logical reasoning
● Algorithmic thinking and will be able to solve problems by abstraction,
decomposition, pattern recognition, and algorithms
Subjective questions / / in-class discussions on
● Applying logical reasoning to refine and solve problems
● Applying algorithmic thinking to refine and solve problems
 Learning Activities
1. Homework: Watch video and summaries one of the algorithms mentioned here
in your own words: https://www.youtube.com/watch?v=d7iGniWrRng
2. Course activities in
https://www.khanacademy.org/computing/computer-science/algorithms
a. Guessing game:
https://www.khanacademy.org/computing/computer-
science/algorithms/intro-to-algorithms/a/a-guessing-game
b. Route finding:
https://www.khanacademy.org/computing/computer-
science/algorithms/intro-to-algorithms/a/route-finding
c. Algorithms in your life:
https://www.khanacademy.org/computing/computer-
science/algorithms/intro-to-algorithms/a/discuss-algorithms-in-
your-life
3. Consider a grading system where numbers are turned into letters. Activity
details are here: http://ndrdmath.weebly.com/lesson-21.html
4. Verbal reasoning questions: https://irp-
cdn.multiscreensite.com/16712cd9/files/uploaded/CGP%20NVR%20GL
%20ALL.pdf
5. Write an algorithm to solve a word search problem and Sudoku game:
https://medium.com/@george.seif94/solving-sudoku-using-a-simple-search-
algorithm- 3ac44857fee8
6. Common algorithms: https://u.osu.edu/cstutorials/2016/11/21/7-algorithms-and-
data-structures- every-programmer-must-know/
[SLO CS-10-B-
02]

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

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

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

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

Sample question could be:

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

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

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

Domain C: Programming
Fundamentals [SLO CS-10-C-01]

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

Student Learning Outcome(s):

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

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

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

Summative Assessments
● Exam / practical

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

[SLO CS-10-C-02]

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

Student Learning Outcome(s):

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

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

Formative Assessments

In class activities/practicals on the following topics:

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

Summative Assessments
Exam/quiz on
● How HTML tags can be used to show tabular date
● How HTML can be used to retrieve inputs from users
● How to apply animation movements to HTML components
Learning Activities
 ● In class / practical HTML Forms activity on this dynamic
website:
https://www.w3schools.com/html/html_forms.asp
● Populate form in HTML
● Populate tables in HTML
● Simple animation using CSS, i.e, change colour of button, translate a text
horizontally from left to write.
● Develop three web pages, i.e., main_page.html, animation.html, and forms.html.
Link all these pages and run it in the browser
● Write logical steps (algorithm) of translating text diagonally from top left corner
to the bottom right corner
● In class activity / practical: Students can test out and try to recreate various
CSS animation listed here: https://blog.hubspot.com/website/css-animation-
[SLO CS-10-C-03]

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

Student Learning Outcome(s):

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

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

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

Summative Assessments
In class activities / practicals / project which includes the following component:
● Create bullet points in HTML that are generated from an array in JavaScript
Learning Activities
1. Make ordered and unordered lists in HTML, sample activities and code here:
https://www.freecodecamp.org/news/html-list-how-to-use-bullet-points-ordered-and-
unordered- lists/

[SLO CS-10-C-04]

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

Student Learning Outcome(s):

[SLO CS-10-C-04] Students should be able to implement complex algorithms that use more
complex
 data structures (lists, etc.) in JavaScript

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

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

Summative Assessments
Quiz/exam / practical on the following topics:
Identify algorithms that finds an element in a list
Implement an algorithm that finds an element in a list using JavaScript
Learning Activities
1. In class activity / practical: Students can test out code for search
algorithms here https://www.freecodecamp.org/news/4-methods-to-
search-an-array/
2. JavaScript drills: https://jsbeginners.com/javascript-projects-for-beginners/
3. Starter projects in JavaScript that use lists: https://hackr.io/blog/javascript-projects
4. Calculator: https://github.com/harsh98trivedi/Simple-JavaScript-Calculator
5. Alarm clock in JS: https://github.com/swasti98/JS-Clock
[SLO CS-10-C-
05]

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

Student Learning Outcome(s):

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

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

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

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

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

Domain D: Data and Analysis

[SLO CS-10-D-01]

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

Student Learning Outcomes: [SLO CS-10-D-01] Students will understand and explain the
scope of data science, Artificial Intelligence (AI), and Machine Learning (ML), including
types of supervised and unsupervised learning models, and their applications to common
real-world problems.
Knowledge: Skills:
Students will know Students will
1. Definitions of data science, artificial 1. Differentiate between the three
intelligence and machine learning. fields of data science, AI, and ML
They will also learn to differentiate and overlapping areas.
between the three fields and 2. Interpret the results from Churn
overlapping areas. Prediction and behavioral
a. Machine Learning skills include segmentation through simple
i. Technique used by AI examples.
ii. enables systems / 3. Decide if a problem and its
machines to learn solution is using supervised,
from large data unsupervised, or reinforcement
iii. uses supervised learning.
and unsupervised
learning
iv. automation

and scalability
v. Uses inraud detection.
b. Artificial intelligence skills
include:
i. Teach machines to
emulate human
behavior
e.g. natural
language
processing,
chatbots, image
recognition.

2. Data science lifecycle:

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

Students will know

● The difference between data
science, AI and machine learning.
Recognize different
types of supervised learning vs
unsupervised learning models
including algorithms.
● How to interpret the results from
churn prediction and behavioral
segmentation models

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

Sample questions/topics could be:

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

Summative Assessments
Exam questions on topics such as:
● Differences and overlapping areas between the three fields of data
science, artificial intelligence, and machine learning.
● Collecting, processing, analyzing, visualizing and understanding model outcomes
(predictions / descriptive).
● Interpret the results from Churn Prediction and behavioral segmentation.
● Recognizing different types of supervised learning vs unsupervised learning
models including algorithms.
Sample questions/topics could be:
● Test understanding of different definitions and in-depth understanding of skills
required for each field.
● Provide 10 real business problems and identify the field (DS, ML and AI).
Learning Activities
● Focus on describing fields of data science, machine learning and artificial
intelligence: https://www.youtube.com/watch?v=kNrw64dmfpk
● Case study 1: Churn Prediction: understand in detail all the steps required to build
a successful churn prediction model and how it is an application of Data Science.
 Utilize data from : https://www.kaggle.com/c/customer-churn-prediction-2020
● Case study 2: Fraud Detection: understand in detail all the steps required to build
a successful fraud detection model and how it is an application of machine
learning. Utilize data from: https://www.kaggle.com/c/customer-churn-prediction-
2020
● Case study 3: Chatbot: understand in detail all the steps required to build a
successful chatbot and how it is an application of artificial intelligence. Utilize data
from: https://www.kaggle.com/code/rajkumarl/conversational-ai-chatbot
 ● Potential curriculum resource textbook:
https://curriculum.idsucla.org/IDS_Curriculum_v_5.0/1_IDS_Curriculum_v_5.0/
IDS_Intro%2BU nit1_v%206.0_FINAL.pdf

[SLO CS-10-D-02]

Standard 1: Students will be able to understand how computer systems collect, store,
process, visualize, and interpret data.
Standard 2: Students will get an introduction to the relational data model, relational
database engines, and SQL and how to design good schemas.
Standard 3: What is AI and machine learning, and how does it relate to data and data
science.
Student Learning Outcomes: [SLO CS-10-D-02] Students will understand and explain the
types, uses, and methods of data visualizations and understand the benefits of visualizing
data
Knowledge: Skills:
Students will understand that data and data Students will be able to…
products (charts, graphs, statistics) can be ● Develop relational schema
analyzed and evaluated, similar to analyzing representing simple Entity-
arguments. Relationship diagrams
● Create tables, forms, reports, and
Students will queries using common operations
like SELECT, CREATE, JOIN etc. in
1. Understand the benefits of any database tool (MS Excel, MS
visualizing data and appropriate Access, MySQL etc.)
methods to create visualizations. ● Analyze tables in any database
2. Know visualization techniques such tool and develop simple insights
as measures of center and spread, (i.e. sales are
boxplots, bar plots , histograms, increasing/decreasing over time
scatterplots, graphical summaries of etc.)
multivariate data, side-by-side bar ● Develop E-R data models, physical
plots and association, scatterplots and logical design.
3. Understand the connection of ● Represent data with plots on the
databases to machine learning. real number line (dotplots,
4. Explain sorting, visualizing, and histograms, bar plots, and
using data. boxplots).
5. Read plots (identify the name of the ● Interpret differences in shape,
plot, interpret the axes, look for center, and spread in the context of
trends, identify confounding the data sets, accounting for
factors). possible effects of extreme data
6. Understand relational databases points (outliers).
(entities, attributes, and keys) ● (Advanced) Represent data on two
quantitative variables on a
scatterplot and describe how the
variables are related.
● (Advanced) Learn the difference
between plots used for categorical
and numerical variables.
● (Advanced) Interpret and
understand graphs of distributions
for numerical and categorical
variables.
Assessments
List one example of how visualization can be used to increase data comprehension

Formative Assessments
none

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

Learning Activities
1. In-class activity on what is data visualization by watching and sharing key
learnings from video on subject which describes the importance of graphical
representations of data, sample video: https://www.youtube.com/watch?
v=xekEXM0Vonc,
2. What is the value of data visualization? Watch video: (569) The Value of Data
Visualization -
YouTube
a. Have a whole class discussion regarding the video’s last statement: “Your
message is only as good as your ability to share it.” Ask students: a. What
does this statement mean? b. What makes a good message in terms of
data and visualizations?
[SLO CS-10-D-
03]
Standard 1: Students will be able to understand how computer systems collect, store,
process, visualize, and interpret data
Standard 2: Students will get an introduction to the relational data model, relational
database engines, and SQL and how to design good schemas.
Standard 3: What is AI and machine learning, and how does it relate to data and data
science
Student Learning Outcomes [SLO CS-10-D-03] Students will be able to apply stages of the
data science life cycle e.g. understanding a real-world business problem, data gathering,
building model, interpreting results).

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

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

Sample question could be:

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

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

Domain E: Applications of Computer

Science [SLO CS-10-E-01]

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

Student Learning Outcome(s):

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

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

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

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

[SLO CS-10-E-02]

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

Student Learning Outcome(s):

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

Knowledge: Skills:
Students will understand… Students will be able to…
● Specific applications of speech ● Enumerate and explain the use
recognition like personal assistants, of AI techniques in different real-
Quran Memorization applications, world applications like personal
Speech-to-text typing applications, assistants, Quran Memorization
Speech recognition for applications, Speech-to-text
authentication, Speech recognition typing applications, Speech
for surveillance and national recognition for authentication,
security, etc.
 ● Specific applications of NLP like Speech recognition for surveillance
email filtering to protect against and national security, etc.
spam and scams, Language
translation, document analysis,
predictive text, Sentiment
analysis, etc.
● Applications of Robotics in rescue
and search operations, industrial
robotics for manufacturing,
vacuum cleaners like Romba
robotic operations, farming, etc.

Assessments

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

Students can watch different videos on how technology in different fields is automating
tasks that were once done by humans.
[SLO CS-10-E-
03]

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

Student Learning Outcome(s):

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

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

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

Learning Activities

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

[SLO CS-10-F-01]

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

Student Learning Outcomes

[SLO CS-10-F-01] Understand and apply safe & responsible use of the internet to prevent
addiction, promote information and data security
[SLO CS-10-F-02] Evaluate the impact of and apply strategies to prevent
cyberbullying/harassment
Knowledge: Skills:
Students will understand… Students will be able to…
● Analyze the impact of new
● The concerns of technology addiction technology laws on digital
● The need for cybersecurity to protect privacy and information security
data ● Explain safety and security
● The ways in which the internet can concepts and strategies including
be used to promote information for peer pressure and cyberbullying in
good and bad purposes social media impacts lives
● The effects of threats to individual ● Discuss the need for
privacy and security of data from cybersecurity in relation to
spam, spyware, cookies, etc. privacy and data security of
● Basics of security & privacy of information
cloud computing ● Compare ways software
developers protect devices and
Students will know… information from unauthorized
● Basics of data, network and cyber access
security: backups, access, network ● Discuss ways in which to deal with
monitoring, public and private clouds cyberbullying as a victim or
● Use of hardware and software someone you know
methods to protect devices ● Discuss cybercrimes laws,
instances of cubercrimes, and
common methods of reporting
cybercrimes
Assessments

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

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

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

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

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

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

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

Student Learning Outcomes

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

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

● Distribution of computing resources ● Design computing applications

affects the way solutions are that can take into consideration
designed accessibility of information
● Inequitable Access to information ● Strategize to alleviate the impacts
impacts human lives of unequal access of information in
 creating computing solutions
Students will know…
● the meaning of the digital divide ● Discuss what role students can
play to minimize the digital
Domain G: Digital Literacy divide
[SLO CS-10-G-01]
Assessments
Benchmark I: Collect & analyze information and publish to a variety of audiences using
digital tools
Formative and media-rich resources.
Assessments
Quiz assessment questions / inclass discussions on:
Student
● WhatLearning
is theOutcomes: [SLOand
digital divide CS-10-G-01]
how doesCommunicate
it impact issuesandofpublish
equity key
and ideas and
inclusion?
details to a variety of audiences using appropriate digital
● Impact of access to information on daily lives of people tools and media-rich resources
● Design solutions changing based on the distribution of computing resources
Knowledge: Skills:
Students will understand… Students will be able to…
Summative Assessments
● Understand how to get ● Get informationon simple topics,
Quiz / Exam/end
informationonof term projects
simple on:
topics and extract key ideas, and create
- Digital
extractdivide and impact
key ideas, on issues of equity and
and present inclusion copy & graphics to
appropriate
- Design considerations when including accessibility of information
them in different formats present an idea to various
- Impacts of unequal access of information in creating computing solutions
● How to identify key ideas and audiences in different formats
create appropriate copy and across various social media
Sample question could be:
graphics to present an idea (e.g. platforms (e.g. YouTube, Facebook,
- Does distribution of computing resources change the way people design solutions?
communicating event information in Instagram, etc.)
For example, a person who does not have international phone service, but wants to
a poster, or communicating product
talk with people from home can use a free phone app to make an online video call
features in a billboard)
when both ends are connected to wifi.
● Appropriate use cases of social
Learning Activities
media when communicating key
ideas to various
● Computer distribution differs by network availability, such as whether broadband is
available, as well as hardware availability such as the number of households that
audiences (e.g. using
have computers. YouTube to of computing resources can increase the digital
The distribution
communicate
divide. As a class,an opinion
discussvia
thea impact of these different resources on the access to
podcast or using
information. How Instagram to showequity ?
does this impact
● images related
People need to a place
to solve or a problems differently depending on their available
computing
product,
resources. orCompare
Facebooktwo to share
countries(developed vs developing) on how they may be
information with a community
addressing computing problems etc.)
differently
● Best practices in reaching
audiences on various digital
platforms
Assessments

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

Summative Assessments
● Case studies of digital artefacts testing student knowledge for (1) best tools to
communicate various types of information (2) Appropriate use of tools (i.e.
layouts, formatting, editing, graphics, appearance & alignment etc.)
● Practical: summative project submission of a key idea using an appropriate digital
tool
Learning Activities
1. Design a graphic to put on a billboard of a popular brand
2. Create a social media post for a popular brand
3. Create a new product for a popular brand and present it to the company
management using a presentation, create an Instagram post, and a short
advertisement video
Grade 11
Domain A: Computing
Systems [SLO CS-11-A-01]

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

Student Learning Outcome(s):

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

Knowledge: Skills:
Students will understand... Students will be able to
● Boolean functions ● Construct boolean functions,
● Boolean expressions expressions and identities.
● Boolean identities ● Recognize duality
● Duality ● Identify different logic gates and
● What is digital logic explain their uses
● What makes analog and digital ● Create truth tables for expressions
signals different up to 3 inputs
● What are logic gates ● Draw logic gates for a
● What are truth tables boolean expression
● What are switches ● Draw a truth table for a logic
gate to identify the outputs
Students will know
● Key terms: Karnaugh maps, AND,
OR, NOT, NAND gates, XOR
● How to create truth tables
● How to identify logic gates and
understand their usage
Assessments
Formative Assessments
Quiz questions on the following topics:
● Which logic element describes 2 or more normally closed switches in parallel?
● Which logic element describes 2 or more normally closed switches in series?
● Which logic element describes a circuit with 2 normally open switches in series?
● What is a Karnaugh map?
● What is a switch?
● What is a truth table?
● Create a truth table for a given expression
● Define the term boolean algebra.
● List the boolean function
● Why do we need duality?

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

Learning Activities
● In-class activity: Instructor-led video viewing and discussion about
logic gates: https://www.youtube.com/watch?v=gI-qXk7XojA
● In-class activity: Instructor-led video viewing and discussion about how to
create a truth table for an expression: https://www.youtube.com/watch?
v=VCEYeB3bRW0
● In-class activity: Instructor-led video viewing and discussion about
Karnaugh Maps: https://www.youtube.com/watch?v=3vkMgTmieZI
● In-class activity: Create truth table in class together
● In-class activity: Review lab on AND gate with bread-board and resistor.
Discuss what is a bread-board, resistor and what other practical labs can be
done (for example NOT gate practical, NAND gate etc):
https://www.youtube.com/watch?
v=aMVgrSU2PLc&list=PLe_7x5eaUqtVgVnAccC- emHekNNzVbHq_&index=2
[SLO CS-11-A-
02]

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

Student Learning Outcome(s):

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

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

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

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

Practicals / activity / research project including an element of:

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

[SLO CS-11-A-03]

Standard 1: Students will understand and explain the various components of a computer system and
the different levels of interactions between these. They will have a basic understanding of digital logic,
the different stages of the software life cycle and the concepts of scalability, reliability and security for
computer systems.
Student Learning Outcome(s):
[SLO CS-11-A-03] Students will be able to understand and explain the scalability and
reliability of networking systems via network topology

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

Students will know

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

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

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

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

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

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

1.
2. In-class activity:Discuss “What features increase the scalability of the Internet?”
 3. In-class activity: A game is tested at 5x its expected load but when it goes live the game
experiences 50x the expected load. Discuss what likely happens to the system and what
the experience is for the players. How can this be prevented in the future?

[SLO CS-11-A-04]

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

Student Learning Outcome(s):

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

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

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

Summative Assessments
Practicals on topics related
 to:
● Protecting computers
 ● Setup online access taking into account the security risks they are prone to

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

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

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

Domain B: Computational Thinking &

Algorithms [SLO CS-11-B-01]

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

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

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

Formative Assessments
Quiz questions on the following topics:
1) What is the difference between pseudocode and algorithm?
 2) Write a pseudocode to output odd integers from 0 to 100?
3) Write an algorithm to “rock, paper, scissor” game

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

Learning Activities
1) Interpreting word problems in code:
https://docs.google.com/document/d/1_Hu-
ZJz2p4dyYzyYgjZeORWuLX8PVfcFn7i8MZpPFHM/edit
2) Write a Pseudo-code?
Arrange the sequence of tasks and write the pseudocode accordingly.
Start with the statement of a pseudo code which establishes the main goal or the
aim. Example: If case is 1 then print “I am case 1” else print “I am not case 1”
3) Reinforcement on the previous topics i.e., algorithmic approaches with new
[SLO CS-11-B-02]

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

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

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

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

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

1) Algorithmic approaches
https://junilearning.com/blog/guide/how-to-introduce-computational-
thinking-to-kids/
https://www.teachingexpertise.com/classroom-ideas/algorithmic-games/
2) Write pseudocode for solving simple word problems, sample
exercises here:
Domain C: Programming
Fundamentals [SLO CS-11-C-01]

Standard: Students will develop, test and debug command-line interface (CLI) applications
in Python
Student Learning Outcome(s):
[SLO CS-11-C-01] Students should understand the importance of computer programming
and applications

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

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

Summative Assessments
Practical exercises such as:
● Apply an agile / waterfall models to gather software requirements
● Take a real world problem, propose a software solution and implement it.
Learning Activities
1. Summarize or present in groups differences between Agile & Waterfall
processes. Sample analysis is here:
https://www.forbes.com/advisor/business/agile-vs-waterfall-methodology/
2. Watch a video on gathering requirements in the software development
process, example:
https://www.pearson.com/channels/product-management/learn/Mariya/4-
requirements- gathering-and-maintenance/42-scope-management-in-agile-vs-
waterfall

[SLO CS-11-C-02]

Standard: Students will develop, test and debug command-line interface (CLI) applications
in Python
 Student Learning Outcome(s):
[SLO CS-11-C-02] Students should be able to write and execute simple programs in Python.

Knowledge: Skills:

Students will understand… Students will be able to…

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

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

Summative Assessments
Practical exercises such as:
● Write and execute a program in Python that uses variables, sequence, selection and
repetition
Learning Activities
● Instructor can request students to code geginner projects in Python,
examples here: https://www.dataquest.io/blog/python-projects-for-
beginners/
[SLO CS-11-C-
03] ○ https://www.freecodecamp.org/news/python-projects-for-beginners/
○ https://www.upgrad.com/blog/python-projects-ideas-topics-beginners/
● Add suggested books
● Add links to suggested compilers

Standard: Students will develop, test and debug command-line interface (CLI) applications
in Python
Student Learning Outcome(s):
[SLO CS-11-C-03] Students should be able to draw shapes using Turtle Graphics functions
in Python
Knowledge: Skills:
Students will understand… Students will be able to…
● How to use the Python Turtle Library ● Write and execute a program in
○ Turtle methods Python to create complex shapes
○ Methods of screen using the Turtle library
○ Turtle motion
○ Use of events
○ Create/ draw shapes
○ Compound Shapes
● How to create shapes by means of
instructions to a “turtle” to move in
a given direction
● How to create more complex
shapes by allowing the “turtle” to
lift the pen while moving
Assessments

Formative Assessments
Quiz questions on the following topics:
● How to create shapes by means of instructions to a “turtle” to move in a given
direction
 ● How to create more complex shapes by allowing the “turtle” to lift the pen while moving

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

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

[SLO CS-11-C-04]

Standard: Students will develop, test and debug command-line interface (CLI) applications
in Python
Student Learning Outcome(s):
[SLO CS-11-C-04] Students should be able to understand the need for libraries and learn
the use of some simple libraries in Python.

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

Assessments

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

Summative Assessments
● Practical exercises that have an element of using a library or designing your own
library
Learning Activities
1. In-class research project, what is a library and why are they used?
https://careerfoundry.com/en/blog/web-development/programming-
library-guide/
2. Top 30 Python libraries: https://www.mygreatlearning.com/blog/open-source-python-
libraries/
3. In-class video on how libraries work: https://www.youtube.com/watch?
v=4oXc3EpUN4E

[SLO CS-11-C-05]

Standard: Students will develop, test and debug command-line interface (CLI) applications
in Python
Student Learning Outcome(s):
[SLO CS-11-C-05] Students should be able to translate simple algorithms that use
sequence and repetition in Python.
 Knowledge: Skills:
Students will understand… Students will be able to…

● What are variables, sequence, ● Write and execute a Python

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

Formative Assessments
Practical exercises such as:
● Use sequence and repetition to manipulate lists in Python
● Write and execute a Python program that uses variables, sequence and repetition
to populate a list
Summative Assessments
Practical exercises such as: Write and execute a program in Python that uses variables,
sequence, selection and repetition
Learning Activities
1) Writing python script (https://www.w3schools.com/python/)
[SLO CS-11-C-
06] 2) Sequence, Selection, Repetition in Python
(https://austincode.com/itse1359/sequence- selection-repetition.php)

Standard: Students will develop, test and debug command-line interface (CLI) applications
in Python
Student Learning Outcome(s):
[SLO CS-11-C-06] Students should be able to decompose a problem into sub-problems and
implement those sub-problems using functions in Python

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

Formative Assessments
Quiz questions / Practical exercises such as:
● How to write a function?
● Why do we need a function?
● How a function is called in the program?
● What is the scope of function?
● What is the scope of variable
 Summative Assessments
Practical exercises such as: Write a functions add, subtract, multiply and divide and call
them in the script to perform calculations

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

[SLO CS-11-C-
07]

Standard: Students will develop, test and debug command-line interface (CLI) applications
in Python
Student Learning Outcome(s):
[SLO CS-11-C-07] Students will determine ways of debugging their code in Python

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

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

Summative Assessments
Quiz / exam / practical on computing problems with errors and students to identify errors
using test functions and breakpoints.
Learning Activities
 ● Class activity for variable dry-run in Python, lesson plan here:
https://teachinglondoncomputing.files.wordpress.com/2014/05
/activity- assignmentdryrunpython.pdf

Domain D: Data and Analysis

[SLO CS-11-D-01]

Standard 1: Students will be able to understand how computer systems collect, store,
process, visualize, and interpret data.
Standard 2: Students will get an introduction to the relational data model, relational
database engines, and SQL and how to design good schemas.
Standard 3: What is AI and machine learning, and how does it relate to data and data
science
Student Learning Outcomes: [SLO CS-11-D-01] Students will be able to relate the role and
importance of model building with their real-world applications

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

Formative Assessments

Lab Exercises in R or Python (Jupyter Notebooks)

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

In class discussion: Using a data set, represent data on two quantitative variables on a
scatter plot, and describe how the variables are related.
 1. Fit a function to the data; use functions fitted to data to solve problems in the
context of the data. Use given functions or choose a function suggested by the
context. Emphasize linear models.
2. Informally assess the fit of a function by plotting and analyzing residuals.
3. Fit a linear function for a scatter plot that suggests a linear association.
4. Judge whether or not the linear model is appropriate. Learn to interpret a
correlation coefficient in a linear model and interpret slope and intercept. Evaluate
the strength of a linear association. Evaluate the potential error in a linear model.

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

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

[SLO CS-11-D-02]

Standard 1: Students will be able to understand how computer systems collect, store,
process, visualize, and interpret data
Standard 2: Students will get an introduction to the relational data model, relational
database engines, and SQL and how to design good schemas.
Student Learning Outcomes [SLO CS-11-D-02] Students will understand and explain
experimental design in data science

Knowledge: Skills:
Students will understand Students will be able to
1. The importance of experimentation ● Differentiate between
in data science as a tool to correlation and causation
differentiate between correlation ● Compare and contrast
and causation. population vs. sample
2. Measures used in experimentation ● Compare and contrast
3. Real work experimentation parameter vs. statistic.
examples 4. ● How to do their own experiments
through in-class activities
Student will ● Apply a real world business
know… 1. problem where
2. Ddata collection methods, including experimentation is used. (eg.
traditional methods of designed Facebook, YouTube, online
 retail)
experiments and observational ● Explain situations where one
studies and surveys. measure of central tendency or
3. Statistics as a process for making spread may be more appropriate
inferences about population than others.
parameters based on a random ●
sample from that population. ● (Advanced) Identify reports that
use special data structures
(census, survey, observational
study, and randomized
experiment).
● (Advanced) Use RStudio/ python
to re- randomize data.
● (Advanced) Compute measures of
central tendency and spread in
RStudio/ python
Assessments

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

Sample question could be:

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

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

Sample question could be:

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

[SLO CS-11-D-03]
Standard 1: Students will be able to understand how computer systems collect, store, process,
visualize, and interpret dataStandard ?
Standard 2: Students will get an introduction to the relational data model, relational
database engines, and SQL and how to design good schemas.

Student Learning Outcomes: [SLO CS-11-D-03] Students will analyze pre-existing

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

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

Sample question could be:

1. Lab # 1: Represent data with plots on the real number line (dotplots, histograms,
bar plots, and boxplots).
2. Lab # 2: Interpret differences in shape, center, and spread in the context of
the data sets, accounting for possible effects of extreme data points
(outliers).
3. Lab # 3: and in class discussion: Represent data on two quantitative variables on
a scatterplot and describe how the variables are related.
 4. Using a data set shared with the students:
a. As a class, ask students to select 2 numerical variables and 1 categorical
variable from the DataSet handout whose data they would like to see in a
visualization, which is a picture of the data.
b. Create a bar graph of the categorical variable chosen by the students.
Begin by showing students how to clearly label the x-axis with the
categories. For instance, if salty_sweet is the variable, ask students to
identify the categories for that variable. Then mark the y-axis with the
label frequency, which simply means the number of times an outcome
occurs. Do not put tick-marks on the y-axis. The frequency will be
measured by the number of labels plotted.

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

Sample question could be:

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

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

Domain E: Applications of Computer

Science [SLO CS-11-E-01]

Standard:
Benchmark I: Students learn about different technologies that support the latest
applications of CS and their relevance to Pakistan.
Benchmark II: Students learn about data techniques in AI applications and the social
implications of technology.
Student Learning Outcome(s):
[SLO CS-11-E-01] Students should be able to describe technologies that are the
foundations of IoT systems, Cloud Computing, and Blockchain

Knowledge: Skills:
Students will understand… Students will be able to…
● Advancement in technologies like ● Analyze technologies that have
smaller size, higher processing enabled IoT and blockchain
 power, longer battery power, AI applications
techniques, cloud
computing, and connectivity have
enabled IoT applications
● Network connectivity, Processing
power, and Cryptography are
technologies that enable
blockchains.
Assessments

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

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

1. Take an example of a IoT application and identify how each component of

connectivity, processing, AI, cloud computing, and battery power enables
that application.

2. Have the students work through a blockchain application where the students act
like blockchain users and maintain a ledger through their peer-to-peer network in
class.
[SLO CS-11-E-02]

Standard:
Benchmark I: Students learn about different technologies that support the latest
applications of CS and their relevance to Pakistan.
Benchmark II: Students learn about data techniques in AI applications and the social
implications of technology.
Student Learning Outcome(s):
[SLO CS-11-E-02] Students should be able to evaluate how different stakeholder’s culture,
values, and (sometimes conflicting) interests affect AI System designs.

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

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

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

1. Have a discussion in class where you divide the class into groups. Each group is
further divided into three roles where one role represents advertisers that are
trying to sell their products on a social media platform, the second role is using
social media to connect with friends, and the third role is the developer who is
trying to sign up more users and trying to get the existing users to spend more
time on their applications. Help the discussion on how each role has different
expectations from the AI algorithms being used in the application.
Domain F: Impacts of Computing
[SLO CS-11-F-01]

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

Student Learning Outcomes

[SLO CS-11-F-01] Understand and apply safe & responsible use of information sources,
identifying sources of reliable information compared to unreliable information and its
sources
Knowledge: Skills:
Students will understand… Students will be able to…

● Safe & responsible use of ● Identify sources of reliable and

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

● The difference between data source

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

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

Individual Project: Design a computational artifact for a problem where a computing

application is needed to assist humans with a task

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

● Give examples and describe the importance of collaboration and communication in

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

[SLO CS-11-F-02]

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

Student Learning Outcomes

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

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

● The uses of assistive ●

technologies for people with ● Discuss the impact of computing
disabilities and the elderly technology on business and
● The impact of the digital divide commerce
on connectivity and how ● Collaborate on strategies to
accessibility to information provide equity and equal access
affects the lives of different to information
people ● (Advanced) Distinguish between
impact of tasks that are ideally
Students will know… completed by humans and those
that are ideally completed by
● The different technological computing devices
innovations we are using to improve
communication between people
such as wifi networks, bluetooth etc
Assessments
Formative Assessments
Assessment questions on
- What are some technological tools that can be used to collaborate on a project? If
you did not have this technology, what would the experience of collaborating be
with people?
- Demonstrate how computing has afforded increased connectivity by enabling
communication between people. Discuss how this increased connectivity has
impacted modern society

Summative Assessments

● Collaborate on a project with others through the use of an online digital tool
that shows how computing enables better communication and collaboration
between people
Learning Activities
● Technology has made communication much cheaper and easier. Provide
examples from your everyday life to exemplify the use of technology for
increasing connectivity between people.
● List the benefits of collaborations between people for the future. Why is it
important for us to design technologies to improve collaborations and
communications?
● Give students the following prompt and lead a class discussion: Rapid
innovations in technology have supported greater connectivity between people.
Once people had to use the landline phone to call another person but now we
have availability of free calls over Wifi networks. How has this change impacted
the relationships between people, our cultural practices and the way we live?
Domain G: Digital Literacy
[SLO CS-11-G-01]

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

Student Learning Outcomes: [SLO CS-11-G-01] Perform advanced searches to locate

information and/or design a data-collection approach to gather original data (e.g.,
qualitative interviews, surveys, prototypes, simulations)

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

Students will know…

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

Summative Assessments
● Case studies of digital artefacts testing student knowledge for (1) best tools to
communicate various types of information (2) Appropriate use of tools (i.e.
layouts, formatting, editing, graphics, appearance & alignment etc.)
● Practical: summative project submission of a key idea using an appropriate digital
tool
Learning Activities
1. Students work collaboratively to design and generate a solution to a task/problem
statement.
2. Students can present primary data using graphs or infographics
Grade 12
Domain A: Computing
Systems [SLO CS-12-A-01]
Standard 1: Students will understand and explain the various components of a computer
system and the different levels of interactions between these. They will have a basic
understanding of digital logic, the different stages of the software life cycle and the
concepts of scalability, reliability and security for computer systems.

Student Learning Outcome(s):

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

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

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

Summative Assessments
Exam questions or end of module projects that include the following topics:
● Designing effective and user friendly interfaces
● Designing for accessibility
● Designing so that social, ethical, economic and environmental concerns are
considered
 Learning Activities
1. In-class activity: Read and discuss the differences between accessible, usable and
universal design: https://www.washington.edu/accesscomputing/what-difference-
between-accessible- usable-and-universal-design
2. In-class activity: Review the latest web content accessibility guidelines to see how
information and user interface components can be made usable. Discuss in class:
https://www.w3.org/WAI/WCAG21/quickref/
3. In-class activity: Discuss the difference between user testing and usability testing.
4. In-class activity:View this video and discuss how students can do usability
testing for their projects: https://www.youtube.com/watch?v=r3j_dwMbLo0
5. In-class activity:Discuss ways in which students can design more accessible
software and hardware taking into account various accessibility issues.

[SLO CS-12-A-02]

Standard 1: Students will understand and explain the various components of a computer
system and the different levels of interactions between these. They will have a basic
understanding of digital logic, the different stages of the software life cycle and the
concepts of scalability, reliability and security for computer systems.
Student Learning Outcome(s):
[SLO CS-12-A-02] Explain human interaction with computer systems in terms of:
● Usability
● Common problems
● Methods for improvements
● Ethical, social, economic, and environmental implications

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

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

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

Learning Activities
[SLO CS-12-A-03]
Standard 1: Students will understand and explain the various components of a computer
system and the different levels of interactions between these. They will have a basic
understanding of digital logic, the different stages of the software life cycle and the
concepts of scalability, reliability and security for computer systems.
Student Learning Outcome(s): [SLO CS-12-A-03] Identify and explain tradeoffs between the
usability and security of computing systems, recommend cybersecurity measures by
considering different factors such as efficiency, cost, privacy, and ethics

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

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

Summative Assessments
Exam / end of module quiz / research or presentation projects questions on:
● Tradeoffs between security and usability
● Data privacy and security considerations in application design
● Types of app security (e.g. simplified 1-click authentication, design for transparency
etc)
● Balance security design of application such that efficiency, cost, privacy and
ethics are not compromised
Learning Activities
1. In-class activity: Discuss common examples around you of systems that are not
as usable due to higher security requirements. Suggest changes that would
balance the two.
2. In-class activity: View this talk on the Security vs. Usability tradeoff and discuss in
the context of social media applications security vs. banking application security:
https://www.youtube.com/watch?v=0Qq41IR3Igc
Domain B: Computational Thinking &
Algorithms [SLO CS-12-B-01]

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

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

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

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

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

Domain C: Programming
Fundamentals [SLO CS-12-C-01]

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

Student Learning Outcome(s):

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

● The purpose of programming ● Write a Python program using

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

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

Summative Assessments
Exam questions should include explanations of purpose of programming, function
programming, object- oriented programming and its advantages
Learning Activities
1. In-class activity: Watch a video on OOP & Python and discuss key
points, e.g. https://youtu.be/E40NqsDgYa4
2. Python
[SLO CS-12-C- OOP exercises: https://pynative.com/python-object-oriented-
02] programming-oop- exercise/

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

Student Learning Outcome(s):

[SLO CS-12-C-02] Students should be able to use more advanced programming
constructs such as data structures (lists etc.), file handling (disk IO to write to storage),
and databases in Python.
Knowledge: Skills:
Students will understand… Students will be able to…
1. The purpose of a list is to store an ● Write and execute programs to
ordered list of elements create and add/remove items in a
2. What is importance of disk I/O? list in Python
3. File handling methods and file ● Construct and retrieve values
operations (Create, Read and Write, from a dictionary in Python
etc) ● (Advanced) Write and execute a
4. The purpose of a dictionary is to Python program that can construct
store key- value pairs a dictionary based on user input,
5. Given a key, finding a value in a and can print a value whose key is
dictionary is faster than in a list input from the user.
6. What is the use of database ● Write and execute programs that
7. Introduction to a database tool create and writes to the file
(e.g. MS Access, MySQL, etc) ● Read existing files
8. Data normalization up to third form ● Create and manage database in
9. Primary key, secondary key, etc Python
10. How to connect databases with ● Create & update tables
python programming ● Data normalization up to third form
 ● Select from tables (How to add,
delete and edit records)
● Select with filter (where statement)
● Sort results (Order by statement)

● (Advanced) Create GUI based

programs using Pygame or Tkinter

Assessments

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

Summative Assessments
Exam questions on following topics:
● Constructing dictionaries in Python
● Retrieving values from a dictionary in Python
● Writing and executing a Python program that can construct a dictionary based
on user input, and can print a value whose key is input from the user.
Learning Activities
1. Mini-drills to learn about dictionaries in Python:
https://towardsdatascience.com/12-examples- to-master-python-dictionaries-
5a8bcd688c6d
[SLO CS-12-C-
2. In-class activity / practicals: Python projects that use dictionaries, e.g.
03] https://favtutor.com/blog- details/7-Python-Projects-For-Beginners
3. Create a mini-game using dictionaries, e.g. Hangman:
https://favtutor.com/blog-details/7- Python-Projects-For-Beginners

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

Student Learning Outcome(s):

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

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

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

Summative Assessments
Examination questions / practicals on writing, executing and debugging Python programs
that read a text file from disk and prints the number of occurrences of each letter of the
alphabet
Learning Activities
 1. Count the number of times a letter appears in a text file in Python
https://www.geeksforgeeks.org/count-the-number-of-times-a-letter-appears-in-a-
text-file-in- python/
2. https://www3.ntu.edu.sg/home/ehchua/programming/webprogramming/
Python_FileText.html
[SLO CS-12-C-04]

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

Student Learning Outcome(s):

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

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

Assessments

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

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

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

Domain D: Data and Analysis

[SLO CS-12-D-01]

Standard 1: Students will be able to understand how computer systems collect, store,
process, visualize, and interpret data
Standard 2: Students will get an introduction to the relational data model, relational
database engines, and SQL and how to design good schemas.
Standard 3: What is AI and machine learning, and how does it relate to data and data
science
Student Learning Outcomes: [SLO CS-12-D-01] Students will be able to analyse data and
identify key model performance metrics of real-world machine learning models.

Knowledge: Skills:
 Students will understand… Students will be able to…
● The difference between machine ● Apply machine learning to a real
learning and rule based algorithms. world problem (using Excel,
● The basics of machine learning Python, or R, Jupypter notebooks
model building, i.e., feature etc.)
engineering, train-test split and ●
model assessment ● Interpret the results of the model
● They will learn how “learning from output including features with
the data” works and which most impact
algorithms fit which data structures ● Assess model with metrics
best. appropriate for the algorithm type
● The difference between and improve on the model using
predictive outcomes vs. hyperparameter tuning
causality ● (Advanced) Build a simple machine
● (Advanced) Model interpretation learning model from data collection
and use cases and cleaning to model assessment
with features as inputs and
predictive values as the outcome
and they will be able to explain the
meaning of these results in a real
world scenario.
● (Advanced) Evaluate the model
using various metrics and assess
the model with a validation
dataset.
Formative Assessments
In class (group exercise)- Discuss differences between predicting continuous vs
categorical variables. In class (group exercise)- Which metric will be useful in
performance measurement for continuous vs categorical variables.
Lab 1 Exercise: LAB 4C: Cross-Validation - Introduction to Data Science Curriculum
(idsucla.org) Lab 2 Exercise: LAB 4D: Interpreting Correlations - Introduction to Data
Science Curriculum (idsucla.org)
Lab 3 Exercise: LAB 4H: Finding Clusters - Introduction to Data Science Curriculum
(idsucla.org)
Summative Assessments
Quiz 1 - Write and explain the different steps in building a predictive model.
Quiz 2 - Give 10 types of different predictive models and ask students to place them as
continuous or categorical.
Learning Activities
1. Similar Lab Activities : See the Labs 4.6.1& 4.6.2 in Book: An Introduction to
Statistical Learning: with Applications in R | SpringerLink . This book can be
downloaded online via this link.
2. Students can do further Lab work with online courses such as “Data Science
Foundations” from www.coursya.com Teachers can identify activities based on
student skill level.
3. Potential curriculum resource textbook:
https://curriculum.idsucla.org/IDS_Curriculum_v_5.0/1_IDS_Curriculum_v_5.0/
IDS_Intro%2BU nit1_v%206.0_FINAL.pdf

[SLO CS-12-D-02]

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

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

Standard 3: What is AI and machine learning, and how does it relate to data and data
science.
 Student Learning Outcomes [SLO CS-12-D-02] Students will explain and create a data
visualization using data visualization software (for example, Structured Query Language
(SQL), Python, or R)
Knowledge: Skills:
Students will know… Students will be able to
● Data storytelling ● Identify their own data set
● read and critique published data from the internet or known
stories and visualizations surveys
● How to formulate questions, identify ● Use R or Python to create
existing data sets, and evaluate how visualization
the new data stories compare ● (Advanced) Do data scraping. Use
against the old. HTML and XML formats.
● (Advanced) Download open source
data from Kaggle, NASA,
Students will know government websites, (IRIS or
● Know techniques of descriptive TITANIC from sites such as
statistics, to construct multiple https://www.kaggle.com/).
views of data in an attempt to ● (Advanced) Set up python
uncover new insights. environment and apply Python
functions
Assessments
In class presentation of the project..
Formative Assessments
Weekly check in with teacher to monitor progress of project
Summative Assessments
Group Project or Individual Project: Students identify a data set of their choice.
1. Pick a topic and build a story using the data and create data visualizations.
2. Identify bias in data, data collection methodology and other use cases of the data.

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

[SLO CS-12-D-03]

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

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

Standard 3: What is AI and machine learning, and how does it relate to data and data
science
Student Learning Outcomes: Advanced SLO
[SLO CS-12-D-03] Students will learn how to form hypotheses and perform hypothesis
testing. Students will learn to communicate findings using advanced data visuals and tie
them back to hypotheses.
Knowledge: Skills:
Students should be able to understand Students will be able to…

● P-values and significance testing

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

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

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

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

Summative Assessments
Quiz or take a home exam. Can be broken down into multiple Quizs: Hypothesis Testing &
Statistics - Practice Test Questions & Chapter Exam | Study.com
Step-by-Step Lab exercise in R or Python based on learnings from Developing the Theory
of Hypothesis Testing: An Exploration | Statistics Teacher
Learning Activities
Teaching guide for Hypothesis Testing see link: Hypothesis Testing & Statistics - Videos &
Lessons
| Study.com Follow the lesson and corresponding Quizzes. You will have to create an
account to access worksheets and detailed quizzes.
1. What is Hypothesis Testing? - Definition, Steps & Examples - Video
& Lesson Transcript | Study.com
2. Hypothesis Testing for Single Samples: Definition & Examples | Study.com
3. Hypothesis Testing for Multiple Samples: Definition & Examples | Study.com
In class or Homework assigned: Watch Hypothesis Testing Videos and links to Google
Classroom: Unit 12 Lesson 1 Khan Academy: Simple hypothesis testing (video) | Khan
Academy
Visualization of data and linking to statistical tests: Developing the Theory of Hypothesis
Testing: An Exploration | Statistics Teacher

See Page 67-68 examples of Hypothesis Testing using the Advertising Dataset in An
Introduction to Statistical Learning: with Applications in R | SpringerLink . This book can
be downloaded online via this link.
1. Exercise 3.7 Question 1 - Hypothesis Testing, Question 8 - Data Visualization
Question 11 - Hypothesis testing (Advanced)
Domain E: Applications of Computer
Science [SLO CS-12-E-01]

Standard:
Benchmark I: Students learn about different technologies that support the latest
applications of CS and their relevance to Pakistan.
Benchmark II: Students learn about data techniques in AI applications and the social
implications of technology.
Student Learning Outcome(s):
[SLO CS-12-E-01] Students should be able to design ideas of applications relevant to
Pakistan using IoT, Cloud computing, and Blockchain

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

Assessments

Formative & Summative Assessments

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

Sample question could be:

● How could IoT (robots, drones, remote sensors, and computer imaging) help rural
smallholder farmers in Pakistan?
Learning Activities
Recall the applications we have studied and start a discussion of how IoTs, Blockchains,
and Cloud computing can be used to solve problems in Pakistan in different domains.

[SLO CS-12-E-02]

Standard:
Benchmark I: Students learn about different technologies that support the latest
applications of CS and their relevance to Pakistan.
Benchmark II: Students learn about data techniques in AI applications and the social
implications of technology.
Student Learning Outcome(s):
[SLO CS-12-E-02] Students should be able to describe deep learning and its applications

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

Formative & Summative Assessments

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

Learning Activities
● Activity: Research and discuss applications of neural
networks https://www.projectpro.io/article/neural-network-
projects/440
● Neural network project ideas: https://www.upgrad.com/blog/neural-network-
project-ideas- topics-beginners/
● Understanding Neural Networks with High School Math:
https://ai.plainenglish.io/understanding-neural-networks-with-high-school-math-
8a54efe7b8fd
● Inclass discussion on article: A Hands On Introduction to Deep Learning from a
High School
[SLO CS-12-E-03] Perspective
& [SLO CS-12-E-https://towardsdatascience.com/a-hands-on-introduction-
04]

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

Student Learning Outcome(s):

[SLO CS-12-E-03] Students should be able to assess policies that can help protect
different stakeholders' interests
[SLO CS-12-E-04] Students should be able to evaluate scenarios with data sharing and
privacy conflicts and suggest policy decisions that can help achieve acceptable
compromises.
Knowledge: Skills:
Students will understand… Students will be able to…
● Data sharing and privacy have ● Think critically about data sharing
conflicting requirements. and privacy conflicts and develop
● Each policy decision with the ability to evaluate different
conflicting interests requires perspectives and arguments.
compromises. ● Articulate their viewpoints and
respond to opposing views. They
will also develop their ability to
express complex ideas and
information in a clear and concise
manner.
● Collaborate, communicate, and
negotiate with one another
● Suggest policy decisions to
mitigate data sharing and privacy
conflicts
Assessments

Formative Assessments
Quiz / inclass discussions and activities on data sharing and privacy conflicts
 Summative Assessments
Policy document on a case study of conflicts between data sharing and privacy

Learning Activities

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

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

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

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

Domain F: Impacts of
Computing [SLO CS-12-F-01]

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

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

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

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

Summative Assessments
Examination questions on common ciphers used for encryption and decryption of data
Learning Activities
● Divide the class into groups. Ask the groups to create a protocol that will allow
one classmate to send another classmate a note, without the need for talking to
[SLO CS-12-F-
02] each other.
● Trace a website request from the server, through the network, and to your
computer.
● There are many kinds of network attacks including DNS spoofing, DoS/DDoS,
Waterhole attacks, fake WAP, eavesdropping. Describe each of these and give
strategies to mitigate these attacks.
● Students will differentiate between cybersecurity and cryptography.
● Cryptography is the science of concealing messages with a secret code.Students
should see examples of common ciphers used for encryption and decryption of
information such as the ceaser cipher, shift cipher, substitution cipher.

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

Student Learning Outcomes [SLO CS-12-F-02] Discuss security threats and mitigation such
as 2FA, biometric verification, and secure techniques for transmitting data etc.
Knowledge: Skills:
Students will understand… Students will be able to…
● The necessity of security methods
for the storage and transmission of ● Apply basic security methods
data to computing applications
○ Different security methods they create
used: 2FA, biometric ● Evaluate the kinds of security
verification protocols being used by different
○ Basics of cryptography and computing systems and devices
the common ciphers used ● Identify security threats in the
for safe transmission of use of different computing
data applications and devices
● When and how their ● Troubleshooting issues to
information is collected and support security of systems
used and applications
● Find a cybersecurity threat and be
● Giving away private information can able to apply strategies to correct it
make it easier for your identity to be
stolen

Students will know…

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

Summative Assessments
Examination questions on topics such as:
● Common ciphers used for encryption and decryption of data?
Learning Activities
● Divide the class into groups. Ask the groups to create a protocol that will allow
one classmate to send another classmate a note, without the need for talking to
each other.
● Trace a website request from the server, through the network, and to your
computer.
● There are many kinds of network attacks including DNS spoofing, DoS/DDoS,
Waterhole attacks, fake WAP, eavesdropping. Describe each of these and give
strategies to mitigate these attacks.
● Students will differentiate between cybersecurity and cryptography.
● Cryptography is the science of concealing messages with a secret code.Students
should see examples of common ciphers used for encryption and decryption of
[SLO CS-12-F-
03]

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

Student Learning Outcomes

[SLO CS-12-F-03] Collaborate on strategies to provide equity and equal access to
information
Knowledge: Skills:
Students will understand… Students will be able to…

● The need to develop ● Communicate with others on the

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

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

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

Domain G: Digital Literacy

[SLO CS-12-G-01]

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

Student Learning Outcomes: [SLO CS-12-G-01] Students will create an artefact that
answers a research question, communicates results and conclusions through digital
resources or tools
Knowledge: Skills:
Students will understand… Students will be able to…
● How to perform advanced ● Perform advanced searches to
searches to location information locate information
a research topic ● Create an artifact that answers a
Students will know… research question, communicates
● How to use digital tools to results and conclusions through
communicate results and digital resources or tools
conclusions
Assessments
Formative Assessments
● In class assignments / projects on topics such as:
○ Design & implementation of data collection to answer a research question
○ Present data collected using appropriate digital tools
● Quiz on topics such as:
○ Case studies of successful representations of data
○ Use of data collection approaches for various cases

Summative Assessments
● Case studies of digital artefacts testing student knowledge for (1) best tools to
communicate various types of information (2) Appropriate use of tools (i.e.
layouts, formatting, editing, graphics, appearance & alignment etc.)
● Practical: summative project submission of a key idea using an appropriate digital
tool
Learning Activities
1. Research Project Guide - A Handbook for Teachers and Students to using data
https://www.humbleisd.net/cms/lib/TX01001414/Centricity/Domain/29/
researchguideHS.pdf
2. Collecting Data in Your Classroom
https://kstatelibraries.pressbooks.pub/gradactionresearch/chapte
r/chapt5/
3. How-To Guide for Research Projects for High School Students
https://pioneeracademics.com/2022/11/20/how-to-guide-for-research-projects-for-
high-school- students/
4. Teacher's Guides and Analysis Tool - Primary Source Analysis Tool for
Students Students can use this simple tool to examine and analyze any kind
of primary source and record their responses
https://www.loc.gov/programs/teachers/getting-started-with-primary-sources/guides/
Part 2: Entrepreneurship in Digital Age 9-12
Curriculum Guide: Domain A Entrepreneurship In the Digital Age (9-12)

GRADE 9

[SLO EN-09-A1-01]

Standard: Students will learn how to identify problems and create and present business
solutions
Student Learning Outcome(s) [SLO EN-09-A1-01]: Students identify a problem and create a
business using design thinking

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

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

[SLO EN-09-A1-02]

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

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

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

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

GRADE 10

[SLO EN-10-A1-01]

Standard: Students will learn how to identify problems and create and present business
solutions
Student Learning Outcomes: [SLO EN-10-A1-01]: Students will use digital tools to conduct
research to collect market insights for an entrepreneurial solution

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

Assessments

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

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

Learning Activities
● Case studies on data biases, such as those listed below:
o Survivorship bias: https://www.trevorbragdon.com/when-data-gives-the-wrong-
solution/
o Funny correlations: https://www.fastcompany.com/3030529/hilarious-
graphs-prove-that- correlation-isnt-causation
o Common cognitive biases:
https://thebusinessprofessor.com/en_US/management- leadership-
organizational-behavior/common-biases-and-errors-in-decision-making
o Selection bias in medical trials: https://youtu.be/FIwBcvgDEHM
● Activities on questionnaire design:
o Read & summarize learnings from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC47
97036/
o Identify open ended or close ended questions
● Project: Conduct primary research such as focus groups with your classmates or
quantitative survey of community, friends, and / or family members
● Project: Conduct in-depth interviews to identify customer profiles for business
● Reflection: Students should reflect on 4Cs of the 21st century (collaboration, critical
thinking, creativity, communication) and how they applied them when they were
conducting their research
● IDEO Method cards regarding research, source:
https://static1.squarespace.com/static/57c6b79629687fde090a0fdd/t/
58890239db29d6cc6c3338f7/ 1485374014340/METHODCARDS-v3-slim.pdf

[SLO EN-10-A1-02]

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

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

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

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

Assessments

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

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

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

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

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

Student Learning Outcomes: [SLO EN-11-A1-01]: Students will create, test, and iterate a prototype for a
business idea
 Knowledge: Skills:
Students will understand… Students will be able to…
● What is prototyping and why is it ● Design, build and test the prototype
important ● Derive learnings from prototype testing
● How to design and test a prototype

● Iterate business solution based on

prototype test results

Assessments

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

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

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

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

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

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

Formative Assessments
Case studies: Review/reflection on how successful businesses first created their MVPs
Summative Assessments
Project: Create MVP and test through a soft launch of business to beachhead market

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