programming, advanced...information technology indu investigate continuing education pathways and...

Programming, Advanced 6641 36 weeks

Instructional Framework for Business and Information Technology

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

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

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

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

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

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

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

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Virginia Department of Education Staff

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

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

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

Copyright © 2020

Course Description Suggested Grade Level: 11 or 12 Prerequisites: 6640

Building on their foundation of programming skills, Advanced Programming students use object-oriented programming to develop database applications, interactive multimedia applications including game applications, mobile applications, and web applications. Students continue to develop their employability skills as they research pathways for continuing education and careers in the information technology industry and engage in various career-building activities.

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

For the indicated course(s):

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

Task Number

6641 Tasks/Competencies

Developing Object-Oriented Programming (OOP)

001

Explain the reasoning behind the steps in the software development life cycle (SDLC).

3

002

Describe the primary principles of object-oriented programming (OOP).

003

Identify potential objects, attributes, and methods within a problem description.

004

Design attributes (properties) and methods of each class within a problem description.

005

Create a program with user-defined classes.

006

Describe the concept of reusability.

007

Identify reusable resources that will help solve a problem.

008

Import code from existing sources.

009

Describe the concepts of overloading and overriding methods in an object-oriented language.

010

Code a program that uses looping structures, conditional structures, and sequential control structures.

011

Analyze abstract data types.

012

Implement searching and sorting algorithms.

013

Code a program that uses error-handling and input-validation procedures.

014

Code a program to use an interface.

015

Create a test suite that will verify proper operation of a class or group of related classes.

016

Perform a peer review and test of a program.

017

Analyze code that uses recursion.

Developing Database Applications

018

Identify relational database terminology.

019

Identify database model types.

020

Describe the three-layer/tier model for database applications.

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021

Identify the data object model for the program language.

022

Design a GUI for a database application.

023

Write code to integrate an existing database into a program application.

024

Write code to manage a database.

025

Bind database fields to the interface elements (controls).

Developing Interactive Multimedia Applications

026

Write a design document for a game.

027

Code a multiplayer game.

Developing Connected Applications (Mobile and/or Web)

028

Determine the programming languages used to create connected applications.

029

Design a web application with security features.

030

Design a GUI for a connected application.

031

Code a web application (e.g., shopping cart) for a smart device or emulator.

032

Describe the process of mobile application deployment.

033

Describe the web application publishing process.

034

Describe client-side and server-side applications.

Preparing for Industry Certification

035

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

036

Identify testing skills/strategies for a certification examination.

037

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

038

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

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Developing Employability Skills

039

Investigate continuing education pathways and careers in the information technology industry.

040

Create or update a résumé.

041

Update professional portfolio.

042

Deliver an oral presentation of programming projects.

Legend: Essential Non-essential Omitted

Developing Object-Oriented Programming (OOP)

Task Number 001

Explain the reasoning behind the steps in the software development life cycle (SDLC).

Definition

Explanation should include the reason for each step in the sequence of steps used for program development:

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

Software development can be done in a sequential (Waterfall) or iterative (Agile) method.

Related Standards of Learning

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Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.3 The student will write program specifications that define the constraints of a given problem. COM.4 The student will design an algorithm to solve a given problem. COM.18 The student will debug a program using appropriate techniques (e.g., appropriately placed controlled breaks, the printing of intermediate results, other debugging tools available in the programming environment), and identify the difference among syntax errors, runtime errors, and logic errors.

English

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

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

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

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

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

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

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

and critical thinking questions about the text(s).

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

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

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

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

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

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

FBLA Competitive Events and Activities Areas

Computer Game & Simulation Programming Mobile Application Development

Task Number 002

Describe the primary principles of object-oriented programming (OOP).

Definition

Description should include the following concepts:

• Abstraction is a general model of a real-world system that includes the essence of that system.

• Encapsulation means that each class should contain all the aspects of its area of responsibility without revealing the details of how it does what it does.

• Inheritance allows one class, called a subclass, to use methods and properties of another class, called a superclass.

• Polymorphism is the idea that a code element can transform into multiple forms or behave in multiple ways.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics.

English

11.5

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
















Task Number 003

Identify potential objects, attributes, and methods within a problem description.

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Definition

Identification should consist of using Unified Modeling Language (UML) and/or use cases for analyzing the problem description to specify the objects, attributes, and methods.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.5 The student will divide a given problem into modules by task and implement the solution.

English













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Task Number 004

Design attributes (properties) and methods of each class within a problem description.

Definition

Design should include determining the appropriate attributes and methods for each class used in the program to solve the problem description.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.3 The student will write program specifications that define the constraints of a given problem. COM.4 The student will design an algorithm to solve a given problem. COM.5 The student will divide a given problem into modules by task and implement the solution. COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.11 The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results.

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English

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

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

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

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

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

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

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


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

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

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



Task Number 005

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Create a program with user-defined classes.

Definition

Creation should use the design-create methods and properties for each class. The program should use the class parameter of the create function statement to assign it to a class, ensuring that the name of the user-defined class agrees with the name assigned in the create function statement.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.5 The student will divide a given problem into modules by task and implement the solution. COM.6 The student will translate mathematical expressions into programming expressions by declaring variables, writing assignment statements, and using the order of operations. COM.15 The student will define and use appropriate variable data types that include integer, real (fixed and scientific notation), character, string, Boolean and object.



Task Number 006

Describe the concept of reusability.

Definition

Description should include

• making use of existing software libraries created by reputable online sources to help solve aspects of problem descriptions efficiently

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• creating libraries to avoid recreating code from scratch, whenever possible • explaining how abstraction is used in supporting code development.


History and Social Science

GOVT.12

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

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

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

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

VUS.14

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

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

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

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

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

WG.17

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

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

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

WHII.14

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

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

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

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

Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.5 The student will divide a given problem into modules by task and implement the solution. COM.7 The student will select and call library functions to process data, as appropriate. COM.9 The student will implement pre-defined algorithms, including sort routines, search routines, and simple animation routines.

English









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Task Number 007

Identify reusable resources that will help solve a problem.

Definition

Identification should include researching sample resources and references such as the following:

• Online help • Program documentation • Program libraries • Online tutorials • Developers’ websites • Published resources • Application programming interface (API) • Pre-constructed programs or code

Findings should be properly documented with all necessary attributions to program developers.



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GOVT.12

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

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

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

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

VUS.14

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

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

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

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

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

WG.17

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

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

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

WHII.14

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

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

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

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

Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.7 The student will select and call library functions to process data, as appropriate. COM.9 The student will implement pre-defined algorithms, including sort routines, search routines, and simple animation routines.

English












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Task Number 008

Import code from existing sources.

Definition

Importing should include the code and related libraries and classes from sources such as pre-constructed code, API, and online resources.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.7 The student will select and call library functions to process data, as appropriate. COM.9 The student will implement pre-defined algorithms, including sort routines, search routines, and simple animation routines.

English

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

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

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

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

or informational media messages.



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

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

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

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




Task Number 009

Describe the concepts of overloading and overriding methods in an object-oriented language.

Definition

Description should include the following concepts:

• Overloading is the process of using the same operator symbol or reference for many different functions.

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• Overriding is the process of re-implementing a method already implemented in a superclass, thereby overriding the inherited property or method.


Mathematics


English















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Task Number 010

Code a program that uses looping structures, conditional structures, and sequential control structures.

Definition

Coding should include

• looping structures, such as o For/For Each loop o While loop o Do loop o Do Until loop o Do While loop o Nested loop

• conditional structures, such as o If, If/Else, Else-If o Switch or Case

• sequential control structures, such as o inline o functions o procedures o events o methods.


Mathematics

AII.3 The student will solve

a. absolute value linear equations and inequalities; b. quadratic equations over the set of complex numbers; c. equations containing rational algebraic expressions; and

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d. equations containing radical expressions.

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.8 The student will implement conditional statements that include “if/then” statements, “if/then/else” statements, case statements, and Boolean logic. COM.13 The student will implement various mechanisms for performing iteration with an algorithm COM.14 The student will select and implement appropriate data structures, including arrays (one- and/or two-dimensional) and objects. DM.9* The student will select, justify, and apply an appropriate technique to solve a logic problem.



Task Number 011

Analyze abstract data types.

Definition

Analysis may include the following types:

• Array: a structure comprised of a group of variables under a single name and accessed by the index

• Graph: a structure in which nodes can be connected to any other node • Linked-list: a structure in which each item is linked to the next one by means of a

pointer • Queue: a structure accessed by inserting items at one end and removing them from the

other • Stack: a dynamic structure accessed from only one end • Tree: a structure begun at the root node in which each node can have child nodes


Mathematics

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COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.14 The student will select and implement appropriate data structures, including arrays (one- and/or two-dimensional) and objects. DM.4 The student will apply algorithms relating to trees, networks, and paths. Appropriate technology will be used to determine the number of possible solutions and generate solutions when a feasible number exists. DM.3* The student will apply graphs to conflict-resolution problems, such as map coloring, scheduling, matching, and optimization.

English













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Task Number 012

Implement searching and sorting algorithms.

Definition

Implementation should make use of the program statements available with the language employed, including

• searching (e.g., sequential/linear or binary) to examine the elements in order according to the implementing technique and proceeding until a match is found

• sorting (e.g., selection, insertion, merge, or bubble) to arrange the components of an array in either ascending or descending order.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.9 The student will implement pre-defined algorithms, including sort routines, search routines, and simple animation routines. COM.14 The student will select and implement appropriate data structures, including arrays (one- and/or two-dimensional) and objects. DM.8 The student will describe and apply sorting algorithms and coding algorithms used in sorting, processing, and communicating information.


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Task Number 013

Code a program that uses error-handling and input-validation procedures.

Definition

Coding should include error handling and input validation accomplished by any of the following statements:

• Try/Catch • Try/Catch/Finally • If/Then • Program-defined methods or functions • Message box validating keyword


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.3 The student will write program specifications that define the constraints of a given problem. COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.17 The student will test a program using an appropriate set of data. The test data should include boundary cases and test all branches of a program. COM.18 The student will debug a program using appropriate techniques (e.g., appropriately placed controlled breaks, the printing of intermediate results, other debugging tools available in the programming environment), and identify the difference among syntax errors, runtime errors, and logic errors.

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Task Number 014

Code a program to use an interface.

Definition

Coding should include

• creating one or more interfaces • providing an implementation (e.g., a concrete class) for one or more interfaces • demonstrating polymorphism by relying on interfaces rather than concrete

implementations.


Mathematics


a. absolute value linear equations and inequalities; b. quadratic equations over the set of complex numbers; c. equations containing rational algebraic expressions; and d. equations containing radical expressions.

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program.



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Task Number 015

Create a test suite that will verify proper operation of a class or group of related classes.

Definition

Creation of the test suite should identify normal and corner cases and the appropriate program behavior for each.



Task Number 016

Perform a peer review and test of a program.

Definition

Performance should include having team members review and test the program for runtime, syntax, and logic errors, as well as documentation and design problems or bugs.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.17 The student will test a program using an appropriate set of data. The test data should include boundary cases and test all branches of a program. COM.18

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

English














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Task Number 017

Analyze code that uses recursion.

Definition

Analysis should include

• reading recursive code • determining the result • comparing recursion and looping.


English












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Developing Database Applications

Task Number 018

Identify relational database terminology.

Definition

Identification should include the following terms and their definitions:

• Relational database—a database that stores information in one or more tables • Table—a group of related records, with each record in the table pertaining to the same

topic and composed of the same fields • Record—a row or entry in the table • Field—a single item or column of information about something (e.g., name, address, or

phone number) • Data type—examples include VARCHAR2(), NUMBER(), DATE, CHAR, LONG,

BLOB, CLOB • Relationships—types include one-to-one, one-to-many, and many-to-many • Primary key—a special relational database table column (or combination of columns)

designated to uniquely identify all table records • Structured Query Language (SQL)—a standard computer language for relational

database management and data manipulation used to query, insert, update, and modify data

• Index—a method for accessing data in a table


Mathematics

COM.1

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The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.9 The student will implement pre-defined algorithms, including sort routines, search routines, and simple animation routines. COM.14 The student will select and implement appropriate data structures, including arrays (one- and/or two-dimensional) and objects. COM.15 The student will define and use appropriate variable data types that include integer, real (fixed and scientific notation), character, string, Boolean and object.

English














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Computer Game & Simulation Programming Database Design & Applications Mobile Application Development

Microsoft Imagine Academy Resources

[2.022] Microsoft Digital Literacy: Productivity Programs—Lesson 6 Introduction to Database Programs

Task Number 019

Identify database model types.

Definition

Identification should include the following model types:

• Relational: the most common type of database; one in which relations exist between tables (e.g., Access, Oracle, MySQL)

• Hierarchical: one in which elements are presented in a hierarchy • Object-oriented: the newest type of database; one in which elements are represented by

objects • Flat file: the oldest type of database; one in which data are stored in a text file


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.9 The student will implement pre-defined algorithms, including sort routines, search routines, and simple animation routines. COM.14

http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/programs/up/digitalliteracy/eng/Curriculum3.mspx#productivitysoftware

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The student will select and implement appropriate data structures, including arrays (one- and/or two-dimensional) and objects.

English

















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Task Number 020

Describe the three-layer/tier model for database applications.

Definition

Description should include the following three layers:

• Presentation layer, where users access and interact with the program (the graphical user interface [GUI])

• Rules layer, where code is implemented for the rules of processes (e.g., in a banking application: cannot withdraw more money than is in an account); also called the business or application layer

• Data warehouse layer, where data are stored within the database


Mathematics


English






persuasive writing.

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

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









Task Number 021

Identify the data object model for the program language.

Definition

Identification should include the following concepts:

• The data object model is the data-binding model that exists between a programming language and multiple databases.

• The data object model eliminates the need to write different code for various database platforms.

• The data object model is different for various languages. • Programming languages correlated to their associated data object models include but are

not limited to o C#—.Net

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o Java—Java Database Connectivity (JDBC) o Flash ActionScript—Asynchronous JavaScript and XML (AJAX) o Open source languages—PostgreSQL, NoSQL, MySQL.


Mathematics


English













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Task Number 022

Design a GUI for a database application.

Definition

Design should include

• the input field • the output field • buttons/navigation • look-and-feel stylistic components (e.g., color scheme, fonts, layout) • accessibility guidelines.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.11

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



Task Number 023

Write code to integrate an existing database into a program application.

Definition

Coding should make use of programming-language commands and tools to provide data binding between the program application and the database.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.6 The student will translate mathematical expressions into programming expressions by declaring variables, writing assignment statements, and using the order of operations. COM.7 The student will select and call library functions to process data, as appropriate. COM.15 The student will define and use appropriate variable data types that include integer, real (fixed and scientific notation), character, string, Boolean and object.


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Task Number 024

Write code to manage a database.

Definition

Coding should include processes for

• adding records • updating and editing records • saving records • deleting records • retrieving records based on primary keys • checking for redundancy • securing records.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.7 The student will select and call library functions to process data, as appropriate. COM.8 The student will implement conditional statements that include “if/then” statements, “if/then/else” statements, case statements, and Boolean logic. COM.9 The student will implement pre-defined algorithms, including sort routines, search routines, and simple animation routines. COM.13 The student will implement various mechanisms for performing iteration with an algorithm COM.14

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The student will select and implement appropriate data structures, including arrays (one- and/or two-dimensional) and objects.



Task Number 025

Bind database fields to the interface elements (controls).

Definition

Binding should include using the tool or wizard associated with the programming language to bind the GUI elements to the database fields (e.g., Visual Basic uses the Data Source Configuration wizard).


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.7 The student will select and call library functions to process data, as appropriate.



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Developing Interactive Multimedia Applications

Task Number 026

Write a design document for a game.

Definition

The document should include

• game title • game purpose/genre • target audience • platform (e.g., PC, iPhone, PlayStation) • Entertainment Software Rating Board (ESRB) game rating • game description • level design (i.e., storyboard) • characters and objects with behaviors • instructions for players explaining how to play • scoring, win/lose conditions, and objectives.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.3 The student will write program specifications that define the constraints of a given problem. COM.4 The student will design an algorithm to solve a given problem. COM.5 The student will divide a given problem into modules by task and implement the solution. COM.10

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

English

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

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

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

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

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

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

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

postsecondary education.

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

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

variety. c. Distinguish between active and passive voice.

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

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

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

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

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

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

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

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

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

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

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

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



Task Number 027

Code a multiplayer game.

Definition

Coding a game that is played by multiple players simultaneously should include

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• objects • behaviors of objects • environment (i.e., background, audio, colors) • scoring and win/lose conditions • instructions for players/end users, with how-to-play and help screens • credits • separate key and/or non-key controls development for each player • the score for each player • the nature of the competition and defining the method for winning.


Mathematics

AFDA.1 The student will investigate and analyze linear, quadratic, exponential, and logarithmic function families and their characteristics. Key concepts include

a. domain and range; b. intervals in which the function is increasing or decreasing; c. absolute maxima and minima; d. zeros; e. intercepts; f. values of a function for elements in its domain; g. connections between and among multiple representations of functions using

verbal descriptions, tables, equations, and graphs; h. end behavior; and i. vertical and horizontal asymptotes.


a. absolute value linear equations and inequalities; b. quadratic equations over the set of complex numbers; c. equations containing rational algebraic expressions; and d. equations containing radical expressions.

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.4 The student will design an algorithm to solve a given problem. COM.6

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The student will translate mathematical expressions into programming expressions by declaring variables, writing assignment statements, and using the order of operations. COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.11 The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results. COM.12 The student will design and implement computer graphics to enhance output. COM.15 The student will define and use appropriate variable data types that include integer, real (fixed and scientific notation), character, string, Boolean and object.

English









b. Create media messages with a specific point of view. c. Evaluate media sources for relationships between intent and content. d. Analyze the impact of selected media formats on meaning.

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e. Determine the author’s purpose and intended effect on the audience for media messages.

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
















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

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

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

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










Developing Connected Applications (Mobile and/or Web)

Task Number 028

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Determine the programming languages used to create connected applications.

Definition

Determination should include, but not be limited to, selecting the appropriate language for

• mobile devices o Objective-C and Mac platform—for smart devices, such as iPhone, iPod touch o Android, Java, and the Android software development kit (SDK)—for mobile

development • web applications

o ColdFusion (Adobe platform) o Flex (Adobe platform) o JSP.NET (Sun/Java platform) o Perl (open-source) o PHP (open-source) o Python (open-source) o Ruby (open-source) o XHTML.


Mathematics


English





reach similar or different conclusions.

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



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

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

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

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

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

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

f. Demonstrate ethical use of the Internet.








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

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

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

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





Task Number 029

Design a web application with security features.

Definition


• using Secure Sockets Layer (SSL) protocol to encrypt data communicated with the application

• asserting a user via authentication (e.g., “Who are you?”) that requires a username and password

• protecting restricted resources with authorization (e.g., “What can you do?”), using role-based security

• storing sensitive data (e.g., passwords) via encryption.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.4

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The student will design an algorithm to solve a given problem. COM.5 The student will divide a given problem into modules by task and implement the solution. COM.6 The student will translate mathematical expressions into programming expressions by declaring variables, writing assignment statements, and using the order of operations. COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.11 The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results. COM.15 The student will define and use appropriate variable data types that include integer, real (fixed and scientific notation), character, string, Boolean and object.


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

Task Number 030

Design a GUI for a connected application.

Definition


• input field • output field buttons and navigation • look-and-feel components (e.g., color scheme, fonts, layout).

Design should be

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• optimized for downloading speeds, reduced file size, input and response screens • modified, based on feedback on layout and design techniques from stakeholders and

members of the intended audience • maintained, based on recommendations and project specifications • in compliance with accessibility guidelines.


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.4 The student will design an algorithm to solve a given problem. COM.5 The student will divide a given problem into modules by task and implement the solution. COM.6 The student will translate mathematical expressions into programming expressions by declaring variables, writing assignment statements, and using the order of operations. COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.11 The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results. COM.15 The student will define and use appropriate variable data types that include integer, real (fixed and scientific notation), character, string, Boolean and object.



Task Number 031

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Code a web application (e.g., shopping cart) for a smart device or emulator.

Definition

Coding should include optimization for the constraints of the smart device (e.g., cell phone, tablet) or emulator and should follow best practices for object-oriented design and coding.

Coding should be

• optimized for constraints of the various web browser document object models (e.g., Firefox, Safari, Opera, Internet Explorer, Chrome)

• in compliance with best practices for object-oriented design and coding.


Mathematics




Task Number 032

Describe the process of mobile application deployment.

Definition


• choosing the smart device through an interface • following directions for application deployment, based on the device and programming

language used.

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Mathematics


English















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Task Number 033

Describe the web application publishing process.

Definition


• web server ID and password • web server FTP/SFTP URL • software used to publish (e.g., Dreamweaver, Core FTP LE, FireFTP, Expression,

FileZilla) • acquisition of server space • domain name registration and configuration • ability to test in a web server environment.


Mathematics


English



documents, or an application for college admission. c. Analyze technical writing for clarity. d. Paraphrase and synthesize ideas within and between texts.

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e. Draw conclusions and make inferences on explicit and implied information using textual support.

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

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











Task Number 034

Describe client-side and server-side applications.

Definition

Description of the client-side application should include

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• how the application communicates with a server application (e.g., a client machine requests a document on a remote web server via a network server, and the network server routes the information back to the client’s browser)

• the appropriate client scripting language (e.g., JavaScript).

Description of the server-side application should include

• how the application is executed on a web server and communicates with the browser • the appropriate server scripting language (e.g., .NET, PHP, ColdFusion, Flex, Perl,

Python, Ruby).


Mathematics

COM.1 The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics. COM.2 The student will design, write, document, test, and debug, a computer program. COM.4 The student will design an algorithm to solve a given problem. COM.5 The student will divide a given problem into modules by task and implement the solution. COM.6 The student will translate mathematical expressions into programming expressions by declaring variables, writing assignment statements, and using the order of operations. COM.10 The student will design and implement the input phase of a program, which will include designing screen layout, getting information into the program by way of user interaction and/or file input, and validating input. COM.11 The student will design and implement the output phase of a computer program, which will include designing output layout, accessing available output devices, using output statements, and labeling results. COM.15 The student will define and use appropriate variable data types that include integer, real (fixed and scientific notation), character, string, Boolean and object.

English


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

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

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














Preparing for Industry Certification

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Task Number 035

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

Definition

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

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

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



GOVT.7

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

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

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

the national government.

GOVT.8

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

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

town);

http://www.cteresource.org/apg/courses/6641/programming-advanced

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c. analyzing the relationship between state and local governments and the roles of regional authorities, governing boards, and commissions;

d. investigating and explaining the ways individuals and groups exert influence on state and local governments; and

e. evaluating the effectiveness of citizen efforts to influence decisions of state and local governments by examining historical or contemporary events.

GOVT.14

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

a. identifying the basic economic questions encountered by all economic systems; b. comparing the characteristics of traditional, free market, command, and mixed

economies, as described by Adam Smith and Karl Marx; and c. evaluating the impact of the government’s role in the economy on individual

economic freedoms.

GOVT.15

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

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

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

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

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

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

English



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

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




















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Job Interview

Task Number 036

Identify testing skills/strategies for a certification examination.

Definition

The identification of testing skills and strategies should be undertaken by

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



GOVT.7



balances and separation of powers; and

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

GOVT.8



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

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

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

local governments by examining historical or contemporary events.

GOVT.14




economic freedoms.

GOVT.15







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English
















Job Interview

Task Number 037

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

Definition

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



GOVT.7





GOVT.8







GOVT.14


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economic freedoms.

GOVT.15







English









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Job Interview

Task Number 038

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

Definition

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

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



GOVT.7

http://www.cteresource.org/apg/courses/6641/programming-advanced

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GOVT.8







GOVT.14




economic freedoms.

GOVT.15




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English
















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Computer Applications Database Design & Applications Spreadsheet Applications Word Processing

Developing Employability Skills

Task Number 039

Investigate continuing education pathways and careers in the information technology industry.

Definition

Investigation should yield

• a list of postsecondary institutions offering degrees or certificate programs in the following areas of the IT and game-programming industries:

o Computer science o Information technology o Game design o Game art/graphic design o Game writing o Interdisciplinary studies

• a list of job titles related to each field • the preparation required for each job • the opportunities for advancement • employment trends in each field.

Job databanks should also be used to help students match their interests, abilities, aptitudes, and job expectations to industry standards. Many websites offer career exploration resources, including the Virginia Department of Education’s Career Planning Guide.


http://www.cteresource.org/cpg/search/course.html?code=6641

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GOVT.7





GOVT.8







GOVT.14




economic freedoms.

GOVT.15



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English













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Computer Game & Simulation Programming E-Business Introduction to Information Technology

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

Microsoft Imagine Academy Resources

[2.035] Microsoft Digital Literacy: Digital Lifestyles—Lesson 6 Digital Technology and Career Opportunities

Task Number 040

Create or update a résumé.

Definition

The résumé should be created or updated using an appropriate software application and should include

• a technical skills section • educational background • work history • honors and awards • memberships in student, professional, and/or community organizations, with activities

completed, leadership positions held, and community service performed • a separate cover letter and reference page • evidence that cautions regarding the posting of personal information online have been

heeded • accessibility in multiple file formats, including PDF.


English



http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/programs/up/digitalliteracy/eng/Curriculum3.mspx#digitallifestyles

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

Task Number 041

Update professional portfolio.

Definition

Portfolio should include

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

• a résumé in digital and traditional formats.


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English


















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

Task Number 042

Deliver an oral presentation of programming projects.

Definition

Delivery should include

• displaying evidence of thorough preparation and knowledge of the material • providing relevant visual aids • maintaining eye contact with the audience as much as possible • speaking clearly and distinctly with confidence and enthusiasm • demonstrating professional presentation skills, such as standing up straight and avoiding

excessive movement and other nervous habits • responding to questions in an effective manner.


English

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Computer Game & Simulation Programming E-Business Electronic Career Portfolio Introduction to Information Technology Mobile Application Development Website Design

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The topic for this event changes from year to year. The annual topic may or may not correlate with this particular course. Please refer to the current Virginia FBLA State Handbook.

SOL Correlation by Task 001 Explain the reasoning behind the steps in the

software development life cycle (SDLC). English: 11.5, 12.5

Mathematics: COM.1, COM.2, COM.3, COM.4, COM.18

002 Describe the primary principles of object-oriented programming (OOP).

English: 11.5, 12.5

Mathematics: COM.1 003 Identify potential objects, attributes, and

methods within a problem description. English: 11.5, 12.5

Mathematics: COM.1, COM.5 004 Design attributes (properties) and methods of

each class within a problem description. English: 11.1, 12.1

Mathematics: COM.1, COM.3, COM.4, COM.5, COM.10, COM.11

005 Create a program with user-defined classes. Mathematics: COM.1, COM.2, COM.5, COM.6, COM.15

006 Describe the concept of reusability. English: 11.5, 12.5

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

Mathematics: COM.1, COM.5, COM.7, COM.9

007 Identify reusable resources that will help solve a problem.

English: 11.5, 12.5

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

Mathematics: COM.1, COM.7, COM.9

008 Import code from existing sources. English: 11.2, 12.2


009 Describe the concepts of overloading and overriding methods in an object-oriented language.

English: 11.5, 12.5

Mathematics: COM.1

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010 Code a program that uses looping structures, conditional structures, and sequential control structures.

Mathematics: AII.3, COM.1, COM.8, COM.13, COM.14, DM.9*

011 Analyze abstract data types. English: 11.5, 12.5

Mathematics: COM.1, COM.14, DM.4, DM.3*

012 Implement searching and sorting algorithms. Mathematics: COM.1, COM.9, COM.14, DM.8

013 Code a program that uses error-handling and input-validation procedures.

Mathematics: COM.1, COM.2, COM.3, COM.10, COM.17, COM.18

014 Code a program to use an interface. Mathematics: AII.3, COM.1, COM.2 015 Create a test suite that will verify proper

operation of a class or group of related classes.

016 Perform a peer review and test of a program. English: 11.1, 12.1


017 Analyze code that uses recursion. English: 11.5, 12.5 018 Identify relational database terminology. English: 11.5, 12.5


019 Identify database model types. English: 11.5, 12.5


020 Describe the three-layer/tier model for database applications.

English: 11.5, 12.5

Mathematics: COM.1 021 Identify the data object model for the program

language. English: 11.5, 12.5

Mathematics: COM.1, COM.2 022 Design a GUI for a database application. Mathematics: COM.1, COM.2,

COM.10, COM.11, COM.12 023 Write code to integrate an existing database into

a program application. Mathematics: COM.1, COM.6, COM.7, COM.15

024 Write code to manage a database. Mathematics: COM.1, COM.2, COM.7, COM.8, COM.9, COM.13, COM.14

025 Bind database fields to the interface elements (controls).

Mathematics: COM.1, COM.7

026 Write a design document for a game. English: 11.6, 11.7, 12.6, 12.7

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Mathematics: COM.1, COM.2, COM.3, COM.4, COM.5, COM.10, COM.11

027 Code a multiplayer game. English: 11.1, 11.2, 11.5, 12.1, 12.2, 12.5

Mathematics: AFDA.1, AII.3, COM.1, COM.2, COM.4, COM.6, COM.10, COM.11, COM.12, COM.15

028 Determine the programming languages used to create connected applications.

English: 11.5, 11.8, 12.5, 12.8

Mathematics: COM.1 029 Design a web application with security features. Mathematics: COM.1, COM.2,

COM.4, COM.5, COM.6, COM.10, COM.11, COM.15

030 Design a GUI for a connected application. Mathematics: COM.1, COM.2, COM.4, COM.5, COM.6, COM.10, COM.11, COM.15

031 Code a web application (e.g., shopping cart) for a smart device or emulator.

Mathematics: COM.1, COM.2

032 Describe the process of mobile application deployment.

English: 11.5, 12.5

Mathematics: COM.1, COM.2 033 Describe the web application publishing

process. English: 11.5, 12.5

Mathematics: COM.1, COM.2 034 Describe client-side and server-side

applications. English: 11.5, 12.5

Mathematics: COM.1, COM.2, COM.4, COM.5, COM.6, COM.10, COM.11, COM.15

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

English: 11.5, 11.8, 12.5, 12.8

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

036 Identify testing skills/strategies for a certification examination.

English: 11.5, 12.5


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

English: 11.5, 12.5


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

English: 11.5, 12.5


039 Investigate continuing education pathways and careers in the information technology industry.

English: 11.5, 11.8, 12.5, 12.8


040 Create or update a résumé. English: 11.6, 11.7, 12.6, 12.7 041 Update professional portfolio. English: 11.5, 11.6, 11.7, 12.5, 12.6,

12.7 042 Deliver an oral presentation of programming

projects. English: 11.1, 12.1

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

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

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

• Cafeteria Catastrophe Duty/Concept Areas: Developing Object-Oriented Programming; Developing Database Applications; Developing Connected Applications (Mobile and/or Web); Developing Employability Skills Students will create a program to track cafeteria inventory and sales, calculate purchases, and store student records.

• Fantasy Finale Duty/Concept Area: Developing Object-Oriented Programming Students will develop video-game characters and build a program to test them together in the same environment.

http://dave:8080/@@/fckeditor/editor/www.transportationcareers.org/?page_id=301

http://cteresource.org/attachments/bus/scenarios/advanced-programming/cafeteria-catastrophe.pdf

http://cteresource.org/attachments/bus/scenarios/advanced-programming/fantasy-finale.pdf

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• An App to Track FBLA Committees Duty/Concept Areas: Developing Object-Oriented Programming; Developing Interactive Multimedia Applications; Developing Connected Applications (Mobile and/or Web) Students will develop an app in which users can add and remove themselves from FBLA committees.

• Putting It All Together Duty/Concept Areas: Developing Object-Oriented Programming; Developing Database Applications; Developing Web Applications; Developing Connected Applications (Mobile and/or Web) Students will select a team of programmers and bid to win a contract to develop applications for a sales business.

• The SOL Game Duty/Concept Areas: Developing Object-Oriented Programming; Developing Interactive Multimedia Applications Students will develop a game to be used for reviewing basic mathematics skills.

• Video Game Rental Duty/Concept Areas: Developing Object-Oriented Programming; Developing Database Applications Students will develop an online interface through which customers can search, select, and check out games.

• You Be the Judge Duty/Concept Areas: Developing Connected Applications (Mobile and/or Web; Developing Employability Skills Students will investigate a case in which an employee misrepresents credentials and allows company software to be compromised.

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

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

http://cteresource.org/attachments/bus/scenarios/advanced-programming/FBLA-committee-app.pdf

http://cteresource.org/attachments/bus/scenarios/advanced-programming/putting-it-all-together.pdf

http://cteresource.org/attachments/bus/scenarios/advanced-programming/the-sol-game.pdf

http://cteresource.org/attachments/bus/scenarios/advanced-programming/video-game-rental.pdf

http://cteresource.org/attachments/bus/scenarios/advanced-programming/you-be-the-judge.pdf

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

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

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

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

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

Program.

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

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

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

programming, advanced...information technology indu investigate continuing education pathways and...

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