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This course enables students to further develop knowledge and skills in computer science. Students will use modular design principles to create complex and fully documented programs, according to industry standards. Student teams will manage a large software development project, from planning through to project review. Students will also analyse algorithms for effectiveness. They will investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.

Note: This course is entirely online and does not require or rely on any textbook.

This course provides differentiated learning for its students by implementing the following teaching and learning strategies:

Our theory of assessment and evaluation follows the Ministry of Education's Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.

Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Virtual High School teachers. VHS assessments and evaluations,

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade will be determined as follows:

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student's strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, VHS will send a copy of the report card back to the student's home school (if in Ontario) where the course will be added to the ongoing list of courses on the student's Ontario Student Transcript. The report card will also be sent to the student's home address.

Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.

Planning Programs for Students with Special Education Needs

Virtual High School is committed to ensuring that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs.

Virtual High School pays particular attention to the following beliefs: (1) all students can succeed, (2) each student has his or her own unique patterns of learning, (3) successful instructional practices are founded in evidence-based research, tempered by experience, (4) an open and accessible learning environment with differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students, (5) classroom teachers are the key educators for a student's literacy and numeracy development, (6) classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs, and finally, (7) fairness is not sameness.

The provision of special education programs and services for students at Virtual High School rests within a legal framework The Education Act and the regulations related to it set out the legal responsibilities pertaining to special education. They provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement.

If the student requires either accommodations or modified expectations, or both, then Virtual High School will take into account these needs of exceptional students as they are set out in the students' Individual Education Plan. The online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan. In the process of taking their online course, students may use a personal amplification system, tele-typewriter (via Bell relay service), an oral or a sign-language interpreter, a scribe, specialized computer programs, time extensions, ability to change font size, oral readers, etc.

Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations. The IEP box on the student's provincial report card will not be checked in this circumstance. The student is eligible for the credit.

Students having modified curriculum expectations reflected in their IEP, will have either an increase or decrease in the number of curriculum expectations. These modified expectations represent measurable goals of the knowledge or skills to be demonstrated by the student using appropriate assessment methods. The principal will determine whether achievement of the modified expectations constitutes successful completion of the course, and will decide whether the student is eligible to receive a credit for the course.

Program Considerations for English Language Learners

This Virtual High School online course provide a number of strategies to address the needs of ESL/ELD students. This online course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. The Virtual High School teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. Virtual High School determines the student's level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course. On a larger scale, well written content will aid ESL students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies. Virtual High School has created course content to enrich the student's learning experience. Many occupations in Canada require employees with capabilities in the English language. Enabling students to learn English language skills will contribute to their success in the larger world.

Environmental Education

Helping students become environmentally responsible is a role assumed by Virtual High School. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document - The Ontario Curriculum, Grades 9-12: Environmental Education, Scope and Sequence of Expectations, 2011, will assist Virtual High School staff to weave environmental education in and out of the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

Healthy Relationships

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at Virtual High School is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members of the Virtual High School community.

The most effective way to enable all students to learn about healthy and respectful relationships is through the school curriculum. Virtual High School teachers can promote this learning in a variety of ways. For example, they can help students develop and practise the skills they need for building healthy relationships by giving them opportunities to apply critical-thinking and problem solving strategies and to address issues through group discussions, role play, case study analysis, and other means. Virtual High School can also have a positive influence on students by modelling the behaviours, values, and skills that are needed to develop and sustain healthy relationships, and by taking advantage of “teachable moments” to address immediate relationship issues that may arise among students.

At Virtual High School, all staff strive to create a climate of cooperation, collaboration, respect, and open-mindedness. These attitudes and attributes enable our students to develop an awareness of the complexity of a range of issues. Moreover, in examining issues from multiple perspectives, students develop not only an understanding of various positions on these issues but also a respect for different points of view. Virtual High School students will hopefully develop empathy as they analyse events and issues from the perspectives of people all over the world. These attitudes and attributes provide a foundation on which students can develop their own identity, explore interconnectedness with others, and form and maintain healthy relationships.

Equity and Inclusive Education

The Virtual High School equity and inclusive education strategy focuses on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society. Antidiscrimination education continues to be an important and integral component of this strategy.

In an environment based on the principles of inclusive education, all students, parents, caregivers, and other members of the school community - regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors - are welcomed, included, treated fairly, and respected. Diversity is valued, and all members of the Virtual High School community feel safe, comfortable, and accepted. Every student is supported and inspired to succeed in a culture of high expectations for learning. In an inclusive education system, all students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences.

Virtual High School can give students a variety of opportunities to learn about diversity and diverse perspectives. By drawing attention to the contributions of women, the perspectives of various ethno-cultural, religious, and racial communities, and the beliefs and practices of First Nations, Mêtis, and Inuit peoples, teachers enable Virtual High School students from a wide range of backgrounds to see themselves reflected in the curriculum. It is essential that learning activities and materials used to support the curriculum reflect the multicultural nature of society that is Canada. In addition, Virtual High School differentiates the instruction and assessment strategies to take into account the background and experiences, as well as the interests, aptitudes, and learning needs, of all students.

Financial Literacy Education

Financial literacy may be defined as having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence. Since making financial decisions has become an increasingly complex task in the modern world, students need to have knowledge in various areas and a wide range of skills in order to make informed decisions about financial matters. Students need to be aware of risks that accompany various financial choices. They need to develop an understanding of world economic forces as well as ways in which they themselves can respond to those influences and make informed choices. Virtual High School considers it essential that financial literacy be considered an important attribute of a well-educated population. In addition to acquiring knowledge in such specific areas as saving, spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial and other issues. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. The Ministry of Education and Virtual High School are working to embed financial literacy expectations and opportunities in all courses as appropriate, as part of the ongoing curriculum review process.

Literacy, Mathematical Literacy, and Inquiry Skills

Literacy is defined as the ability to use language and images in rich and varied forms to read, write, listen, view, represent, and think critically about ideas. It involves the capacity to access, manage, and evaluate information; to think imaginatively and analytically; and to communicate thoughts and ideas effectively. Literacy includes critical thinking and reasoning to solve problems and make decisions related to issues of fairness, equity, and social justice. Literacy connects individuals and communities and is an essential tool for personal growth and active participation in a cohesive, democratic society. Literacy involves a range of critical-thinking skills and is essential for learning across the curriculum. Literacy instruction takes different forms of emphasis in different subjects, but in all subjects, literacy needs to be explicitly taught. Literacy, mathematical literacy, and inquiry/research skills are critical to students' success in all subjects of the curriculum and in all areas of their lives.

Many of the activities and tasks that students undertake in the Virtual High School courses involve the literacy skills relating to oral, written, and visual communication. For example, they develop literacy skills by reading, interpreting, and analysing various texts. In addition, they develop the skills needed to construct, extract information from, and analyse various types information presented in a variety of media forms. In all Virtual High School courses, students are required to use appropriate and correct terminology, including that related to the concepts of disciplinary thinking, and are encouraged to use language with care and precision in order to communicate effectively.

Inquiry and research are at the heart of learning in all subject areas at Virtual High School. Students are encouraged to develop their ability to ask questions and to explore a variety of possible answers to those questions. As they advance through the grades, they acquire the skills to locate relevant information from a variety of print and electronic sources. The questioning they practiced in the early grades becomes more sophisticated as they learn that all sources of information have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways. The ability to locate, question, and validate information allows a student to become an independent, lifelong learner.

Critical Thinking and Critical Literacy

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.

Students use critical-thinking skills in Virtual High School courses when they assess, analyse, and/or evaluate the impact of something and when they form an opinion about something and support that opinion with a rationale. In order to think critically, students need to examine the opinions and values of others, detect bias, look for implied meaning, and use the information gathered to form a personal opinion or stance, or a personal plan of action with regard to making a difference. Students approach critical thinking in various ways. Some students find it helpful to discuss their thinking, asking questions and exploring ideas. Other students, including many First Nations, Mêtis, and Inuit students, may take time to observe a situation or consider a text carefully before commenting; they may prefer not to ask questions or express their thoughts orally while they are thinking.

The development of these critical-thinking skills is supported in every course at Virtual High School. As students work to achieve the curriculum expectations in their particular course, students frequently need to identify the possible implications of choices. As they gather information from a variety of sources, they need to be able to interpret what they are listening to, reading, or viewing; to look for instances of bias; and to determine why a source might express a particular bias.

The Role of the School Library

The school library program in many schools can help build and transform students' knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research. Virtual High School teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at Virtual High School will also guide students through the concept of ownership of work and the importance of copyright in all forms of media.

The Role of Information and Communications Technology

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

The Ontario Skills Passport: Making Learning Relevant and Building Skills

The Ontario Skills Passport (OSP) is a free, bilingual, web-based resource that provides teachers and students with clear descriptions of the "Essential Skills" and work habits important in work, learning, and life. Virtual High School can engage students by using OSP tools and resources to show how what they learn in class can be applied in the workplace and in everyday life. For further information on the Ontario Skills Passport, including the Essential Skills and work habits, visit http://www.skills.edu.gov.on.ca.

Education and Career/Life Planning

As online students progress through online courses, teachers are available to help the student prepare for employment in a number of diverse areas. With the help of teachers, students will learn to set and achieve goals and will gain experience in making meaningful decisions concerning career choices. The skills, knowledge and creativity that students acquire through this online course are essential for a wide range of careers. Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. The framework of the program is a four-step inquiry process based on four questions linked to four areas of learning: (1) knowing yourself - Who am I?; (2) exploring opportunities - What are my opportunities?; (3) making decisions and setting goals - Who do I want to become?; and (4) achieving goals and making transitions - What is my plan for achieving my goals?

Cooperative Education and Other Forms of Experiential Learning

By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Virtual High School will try to help students link to Ministry programs to ensure that students have information concerning programs and opportunities.

Planning Program Pathways and Programs Leading to a Specialist High Skills Major

Virtual High School courses are well suited for inclusion in Specialist High Skills Majors (SHSMs) or in programs designed to provide pathways to particular apprenticeship, college, university, or workplace destinations. In some SHSM programs, courses at Virtual High School can be bundled with other courses to provide the academic knowledge and skills important to particular economic sectors and required for success in the workplace and postsecondary education, including apprenticeship training.

Health and Safety

In order to provide a suitable learning environment for the Virtual High School staff and students, it is critical that classroom practice and the learning environment complies with relevant federal, provincial, and municipal health and safety legislation and by-laws, including, but not limited to, the Workplace Safety and Insurance Act, the Workplace Hazardous Materials Information System (WHMIS), the Food and Drug Act, the Health Protection and Promotion Act, the Ontario Building Code, and the Occupational Health and Safety Act (OHSA). The OHSA requires all schools to provide a safe and productive learning and work environment for both students and employees.

Ethics

Virtual High School courses provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that Virtual High School teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers at Virtual High School will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one's own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances. Students often struggle to find a balance between writing in their own voice and acknowledging the work of others in the field. Merely telling students not to plagiarize, and admonishing those who do, is not enough. The skill of writing in one's own voice, while appropriately acknowledging the work of others, must be explicitly taught to all Virtual High School courses. Using accepted forms of documentation to acknowledge sources is a specific expectation within the inquiry and skill development strand for each course.

ISPLogs: GBSBRFTGTH RSPW, Exam Archive

2014-2015 ICS4U

Monday
June 1

Final Exam (8:30 -10:30 am, Gym)

Monday
May 25

ISP Presentations
CLASSREFERENCECONCEPTSPROJECTSUPPLEMENTARY

72
May 21

IFS/ISP Work Period25

71
May 19

IFS Deterministic Applet

Java Classes:
AffineTransform and AffineTransformOp
Exam Preparation:
The ComplexNumber Class
Reference: Complex Numbers (p. 4-5)
25IFS Construction Kit

70
May 14

Final ACES' Assignment: IFS Deterministic
2014 ACES IFSDeterministic Gallery >>>>
24AP Macro (pm)

69
May 12

Complete Random IFS by the end of today's Period
   

68
May 8

 Collaborative Coding Class (C3)...
The IFS, IFSRandom and Code Classes
24 

67
May 6

Yale's Affine Calculator
Iterated Functions Systems Workshop
Tablet Graphics from Previous Class:

ChaosGame, SolveTransform
24AP PHYSICS 1 (pm)

66
May 4

 No Class AP CHEM (am)

65
Apr 30

Fractal Landscapes:
Simon Fraser Univ.
Game Programmer
Michael F. Barnsley: SuperFractals
2014 ACES IFSRandom Gallery >>>>
Yale University: Fractal Geometry
Iterated Functions Systems Workshop: Session 1
24The Mandelbrot Monk

64
Apr 28

NOVA: Fractals
NOVA
: Hunting the Hidden Dimension
  
CLASSREFERENCECONCEPTSPROJECTSUPPLEMENTARY

63
Apr 24

How Long is the
Coast of Britain ?
LSystems Work Period23 

62
Apr 22

LSystems Work Period23Wolfram: Sierpiński Sieve

61
Apr 20

Paul Bourke: Lindenmayer Gallery
POVRay Fractal Contest Results (PW?)
Group Development:LSystems Class
23JavaScript LSystem...

60
Apr 16

Introduction to Lindenmayer Systems
Algorithmic Botany
Figure 1.7 With Code
23

59
Apr 14

 The Triadic Koch Snowflake (completed)
22bAlgorithmic Botany

58
Apr 10

 The Triadic Koch Snowflake

The Quadratic Koch Island
22a 

57
Apr 8

The Triadic Koch Snowflake

22a

56
Apr 2

The Quadric Cantor Set (Menger Sponge)
21b

55
Mar 31

Reductive (Laser Cutter)
vs
Additive (3D Printer)
The Triadic Cantor Set (Sierpinski Triangle)
21a

54
Mar 27

 Part 2 of 3: The Linear Cantor Set20 

53
Mar 4
Mar 25

Interval Notation:
Open: (a,b)
Closed: [a,b]
Asymmetric:
(a,b] or [a,b)
Base 3 (Ternary)
Decimal ⇔ Ternary Conversion
Limit:
Is `0.999... = 1` ?
Recursive Classics Revisited:
Base Conversion

Georg Cantor
The Cantor Set and Function

Linear (Ternary) Cantor
Part 1 of 3: Analysis
List of Fractals by Hausdorff (Cover) Dimension

20

Wolfram:
Hausdorff Dimension





`Nr^D=1`
CLASSCALCULUSCONCEPTSPROJECTSUPPLEMENTARY

52
Mar 2


The Calculus Project
10. Analysis
19

51
Feb 26

With Console...

The Calculus Project
9. Root Finding (Work Period)
18Newton-Raphson:
`x_{i+1}=x_i-f(x_i)/(f'(x_i))`

50
Feb 24

 The Calculus Project
9. Root Finding (Discussion Period)
18
Dieter's
Newton's Method
Bisection Method

49
Feb 20

W. Knowles'...
The Calculus Project
9. Root Finding
182014 Final Exam

48
Feb 18

J. Gettings...
Java's Floating Point Hurts Everyone
The Calculus Project
9. Root Finding

182011 Final Exam

FAMILY WEEKEND

47
Feb 12

Catalog
Enter f(x)... | Graph
The Calculus Project
8. prune
18 

46
Feb 10

Catalog
Enter f(x)... | Graph
The Calculus Project
8. prune
18

45
Feb 6

Catalog
Enter f(x)... | Graph
The Calculus Project
6. differentiate: power rule...
: `\square^ \diamond = e^{\diamond \ln\square}`
`sum_{C in S} 1/(sqrt(r(C))) ?`

2015 AMC12 #25...

44
Feb 4

Catalog
Enter f(x)... | Graph
The Calculus Project
6. differentiate:sum, product, quotient rules
: `(d |f(x)|)/(dx) = f'(x)*(f(x))/|f(x)|`
17

43
Feb 2

Catalog
Enter f(x)... | Graph
The Calculus Project
6. differentiate: duplicate
17

42
Jan 29

 The Calculus Project
5. Parser: factor, power
16 

41
Jan 27

 The Calculus Project
5. Parser: `f(x)=x+1`, Functions, Bracketed Expression
16 

40
Jan 23

 The Calculus Project
5. Parser: Error Queue?
`f(x)=x+1`, Bracketed Expression, factor
  

39
Jan 21

 The Calculus Project
5. Parser: `f(x)=1\pm1`, complete?
  

38
Jan 19

 The Calculus Project
5. Parser: `f(x)= 1, f(x) = .`, ErrorCode
  

37
Jan 15

 The Calculus Project
4. Evaluate
14, 15 

36
Jan 13

 The Calculus Project
3. ENode, 4. Evaluate
14, 15 

35
Jan 9


Stereoscopic
Projection
The Calculus Project
3. ENode
14`-x(x^2-3x)sin x`

34
Jan 7

 

gcode file
Take a test drive of life this Fall...
MIT OC: AVL Trees

The Calculus Project

1. Syntax Diagrams for Expression Grammar (Sample)
2. Function.preProcess()
Expression Trees
3. ENode
14
CLASSREFERENCECONCEPTSPROJECTSUPPLEMENTARY

33
Dec 17

DIY Binary Search Tree:
Overloaded Constructor: TreeNode(String data)
Recursive Operations, Big O
size(), insert(), search(), height(), remove()
 

32
Dec 15

DIY LinkedList (cont'd)
DIY Binary Search Tree:
Recursive Operations and Big O
Manual and Auto Assembly
size(), displayAll(), insert(), search()
13 

31
Dec 11

DIY Linked List:
Recursive Operations & Big O
Lazy (short-circuit) evaluation
length(), displayAll(),insertOrdered(), search()
Left for you: remove(), copy(), merge()
Circular List (Ring): The Josephus Flavius Game
13

30
Dec 9

2014-2015 Animation Archive
DIY Linked List
13 
CLASSREFERENCECONCEPTSPROJECTSUPPLEMENTARY

29
Dec 5

 Inspiration: Z. Ringwood's SpaceShip movie
Discussion of Animation2D
12

28
Dec 3

`A^{-1}`Matrix2D Enhancement:DAY 3
Inverse of a Matrix
12New Vocabulary:
determinant, cofactor,
minor, adjoint

27
Dec 1

Matrix2D Enhancement: DAY 1: Finish
Matrix2D Enhancement:DAY 2: Cramer's Rule
Elective: DAY 4: Gauss-Seidel Method
12`(D_X/D,D_Y/D,D_Z/D)`

26
Nov 27

Determinants and SignalsMatrix2D Enhancement: DAY 1

Determinant Coding Session
12
Worked Example

25
Nov 25




ASCIIMathML.js

Modeling in R2: Part 3. Animation2D

Matrix2D Enhancement: DAY 1

~~~~~CROSSING PATTERNS~~~~~

1. Shoelace Algorithm: Area of a Polygon

2. Determinant of `M_{n times n}`: `|M|`
Area of a Parallelogram: `|M|`, Area of a Triangle: `1/2|M|`

3. Vector Cross Product: `vec C = vec A times vec B iff vec C * vec A = vec C * vec B = 0 `
(Area of a Parallelogram): `| vec A times vec B |`

4. Triple Scalar Product: `| vec A * (vec B times vec C) |`
(Area of a Parallelepiped)

 

24
Nov 21

 Final thoughts on Transform2D
Full Work Period for Modeling in R2: Part 2. Transform2D
11 

23
Nov 19

2D Matrix Transforms
(Ohio State)
Modeling in R2: Part 2. Transform2D
Recall Enum: becker.robots.Direction
Our Transform2D.Type
Tutorial on Enum (halfway down)
11 

22
Nov 17

 `1/2` Period for Modeling in R2: Part 1. Matrix2D
Introduction to Matrix Transformations
10

21
Nov 13

 ISP Productivity Logs
Solving a System of Equations using Matrices
Modeling in R2: Part 1. Matrix2D
10 

20
Nov 11

Vector Arithmetic (cont'd):
Products: dot (aka scalar, inner)
cross (another day, very soon)
Matrix Arithmetic:

add, subtract, product
The Commutative Property
Identity, Inverse
Matrix Equation of a Linear System
10

Shoelace Formula
(Area of a Poylgon)

Group

19
Nov 5

MatrixVector Arithmetic:
add, subtract, products:
dot (aka scalar, inner), cross
Matrix Arithmetic Operations

add, subtract, product
Identity Matrix, Inverse of a Matrix
Matrix Equation of a Linear System
Solving a System of Equations using Matrices
Modeling in R2: Part 1. Matrix2D
10Name Changes:
Framework → Catalog
Elements → Activity
CLASSREFERENCECONCEPTSPROJECTSUPPLEMENTARY

18
Nov 3

 12:10 - 12:30: Framework Repair Session
Syntax Diagrams for Expression Grammar (Sample)
10 

17
Oct 30

479-480The Stack<E> Class, The Queue<E> Interface
9

16
Oct 28

468-479Puzzle2 Recap: 2011-2012 About Panels
Collection<E> and Iterator<E> Interfaces
Lists and ListIterator<E> Interface
(Doubly) LinkedList<E>
9

15
Oct 24

How To Write a Mouse-Motion Listener Inspiration: Easing
Introduction to TreeSet<E> and HashSet<E>
8

14
Oct 22

How To Write
a Mouse Listener
Donald Coxeter:The Man Who Saved Geometry
Handling Mouse Events: MouseListener Interface
Puzzle 2. Solution (Mouse-Enabling)
8

13
Oct 20

Stroking and Filling Graphics PrimitivesFramework Enhancements
(Cosmetic)Centering, Gradient Fills, Antialiasing
(Functional)File Menu: Open | Exit
8

Oct 16

 McMaster Engineering Olympics7 

12
Oct 14

466-467The List Interface, The ArrayList<E> Class
ArrayList Exercises
7
CLASSREFERENCECONCEPTSPROJECTSUPPLEMENTARY
13
Oct 9
Process
of Exhaustion

Puzzle 1. Creation
4Puzzle.docx

7
12
Oct 7

Framework Adjustments
The About Class: Font, FontMetrics
getStringBounds(String str, Graphics g)
Linear to Rectangular Mapping, int[][] Gymnastics

6
11
Oct 3
How To Use Menus
How To Write
An Action Listener
5
10
Oct 1
Concurrency

Animation: Path2D.Double
In-Class Code: PolyWheelv1, PolyWheelv2

5
9
Sep 29
Packaging Jars

1415 ICS4U Graphics Framework Version 1

TG
8
Sep 24
Overview of
Java 2D API Concepts

BufferedImage Class: Javadoc, Tutorial
In-Class Code: BasicPanelWithSave
Graphics2D: AffineTransform, Drawing Primitives
In-Class Code: BasicPanelWithAndroid
The Mandelbrot Set

4 
7
Sep 22
Overview of
Java 2D API Concepts

Introduction to Java 2D Graphics
Very Basic Graphics Primer
In-Class Code: Graphics: BasicPanel

4
6
Sep 18

Fisher-Yates Shuffle
Parity of a Permutation

Download Textbook Code

3
5
Sep 16

90-92
3
564-565
CLASSREFERENCECONCEPTSPROJECTSUPPLEMENTARY
4
Sep 12

SRPs
Recursion
: What is...?, Types
Task: public int countBits(int value) (Hint)
Task: Number of Paths
Task: Triangle Numbers: (`T_n`) (Sloane's: A000217)
Squares (`S_n`) (Sloane's: A000290)
Cubes (`C_n`) (Sloane's: A000578)

2Developing Recursive Code
through Inductive Reasoning
3
Sep 10
 

Take Up Review Questions

2 
2
Sep 8
 

Take Up Review Questions

1 
1
Sep 4
 

Software SRPs, Review Questions

1 
0
Sep 3
Student Outline
Mr. D's Schedule

Read this, REPUTATION and RESPECT
ACES Hall of Fame: Jack Gettings
Course Overview

 [ACES Culture]

For our second Field Trip of the year we have been invited to visit a factory that is developing solar panels. Since this device is an integral part of our Greenhouse Project this year, early familiarity with this technology will be advantageous.

What better way is there to start the year than with a walking field trip to acquire the electronic components that we will make good use of? You'll also be aware of its location for your own personal projects.

I have no formal training in electronics or electrical engineering - I'm just really interested in this field. The knowledge and skill I have has been largely acquired over the last few years from learning alongside many talented Georgians and I look forward to expanding my capabilities by working with you this year.

I ask six things of my ACES (for most other things I'm usually flexible):
1. DO NOT CHEAT.
2. Show respect for adult visitors that enter the lab by immediately stopping what you are doing, standing and facing the individual(s).
3. Show respect for the lab by not eating in 301. You may go into the hallway for a quick bite if you need to.
4. Show respect for the lab's resources by not wasting or misusing them.
5. Show respect for others that use the lab by putting your projects away and leaving your bench area tidy when you leave.
6. Show respect for yourself by looking (and speaking) your best. It's the little things keep the doors of opportunity open.

Growing Success, p. 29
Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-ReliantGrowing Success. p.11.


It is worth noting, right from the start, that assessment is a human process, conducted by and with human beings, and subject inevitably to the frailties of human judgement.
However crisp and objective we might try to make it, and however neatly quantifiable may be our "results", assessment is closer to art than science.
It is, after all, an exercise in human communication.

Knowledge: Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding).

Thinking: The use of critical and creative thinking skills and/or processes, as follows:
  • planning skills (e.g., identifying the problem, selecting strategies and resources, scheduling)
  • processing skills (e.g., analysing and interpreting information, reasoning, generating and evaluating solutions, forming conclusions)
  • critical/creative thinking processes (e.g., problem-solving, design, and decisionmaking processes)
Communication: The conveying of meaning through various forms, as follows:
  • oral (e.g., role play, discussion, presentation)
  • written (e.g., design briefs, work orders, technical reports)
  • visual (e.g., technical drawings, flow charts, graphics)

Application: The use of knowledge and skills to make connections within and between various contexts.

 

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