Skill Sets:


  1. Intro to Flash
  2. User Input
  3. Fancy Controls 1
  4. Control Flow: if
  5. Control Flow: loop
  6. Nested Structures
  7. Graphics 1
  8. Arrays
  9. Strings
  10. Mouse Movement
  11. Functions
  12. Grouping Images
  13. Graphical Support
  14. Animation
  15. Physics
  16. 2010 Grade 10 Summative showcase
  17. 2010 Grade 11 Summatives
  18. 2011 Grade 10 Summatives
  19. 2011 Grade 11/12 Summatives
  20. Sept 2011 Grade 11 Summatives
  21. Sept 2011 Grade 10 Summatives
  22. Feb 2012 Grade 10 Summatives
  23. Sept 2012 Summatives
  24. Feb 2013 Grade 12 Summatives
  25. Feb 2013 2OI Summatives
  26. Sept 2013 Summatives
  27. Feb 2014 Summatives

ICS 2OI Course Outline




Instructor: Mr. Grondin
Course Code:ICS 2OI
Text: None
Prerequisite: None

Term 1: 40%
Term 2: 30%
Summative Assignment: 30%

Students will work on programming projects that will develop their understanding of problem solving using the ActionScript programming language. These skills will be tested throughout the semester. The final summative assignment will take the form of a large program.

Test and Assignment Policy:
If you have an appointment or extra-curricular activity on the day of a test, tell me ahead of time, and we will make arrangements. Test dates are negotiated with the class, so make sure you inform me at the time of negotiations so that the entire class can write the test at the same time.

If you are sick on the day of a test CALL ME: 744-6567x 6265. You will then be permitted to write the test upon your return - usually during your first spare of the day of your return. Failure to do so may result in a mark of 0.

Course Description:
Welcome to ICS 3CI. The focus of this course will be on solving problems using computer programming. We will be using Flash ActionScript as the programming language as the basis for all programming instruction.
Upon completing this course, the student will be able to solve problems using the ActionScript programming language and environment. The student will ensure all solutions will be structured, as well as friendly to the end user. The student will also be able to go through all the steps of creating a computer-based programming solution, from finding and formulating a problem, research alternatives, and present the best solution.

The structure of the course:

This class, as stated before follows the following structure:
1. I teach a new programming concept that builds your "toolbox" of programming approches.
2. You work on exercises that reinforce this concept.
3. You enjoy a test that checks how well you have mastered this concept.

Pay much attention to step 2 - especially the “work” part of it. I have provided enough exercises so that if you do them and understand them as you work on them, you will be well prepared for the test. Problems occur when you do the following:
1. You think you know it, and you choose to skip many of the exercises. If you are right, you will do well on the test. If you are wrong, you are corrected, and your marks will disappoint you.
2. You get a lot of help from a friend or teacher, complete many of the exercises, but you really haven’t done much on your own. You think you have completed the work, and should be ready for the test, but you may be corrected on that idea.
3. You start falling behind, and gamble that concepts used in later exercises won’t make it on the test. You will be wrong.

All of the tests in this class will be “open book”/ “open computer”. I will give you a computer problem that will be different than the ones that you had been working on, but will encompass the same skill sets. You will have full access to all of my programming notes, your previous programs, as well as the Internet. It will be my job to make sure that the test is sufficiently unique. There will be time constraints on the test; this will reward those students that can easily reference my notes and their previous programming projects. This links to problem #2: you may have received “help” from another student/teacher to get an exercise completed, but unless you understand it, you will not be able to reference it properly on the test. Some students do some crazy “copy and paste” operations on tests that would make Frankenstein look good, and they get rewarded accordingly.

This course is designed to be as challenging as your Math course. Some students will find it easier, some tougher - the class will be split on that. The difference is that all Math students can take their work home, and possibly do it there. I cannot make that assumption. That is why the bulk of our classes are work periods that reinforce programming concepts that are quickly addressed in a lecture, and supported in online reference notes. If you fall behind and you have no ability to do the work at home, then you must make use of your spares or after school in order to get caught up. The course content is cumulative, meaning that it builds on itself. If you fall behind at the beginning, the course will get nothing but tougher. Do not fall behind.

Learn through doing

After a new concept is taught, do an exercise that reinforces that concept. Some students spend lots of time reading over the notes. That may work in History class, but in this class, you have to go through the joys of typing in the code, running the program, watching it crash, finding out why it crashed, fix the problem, watch it crash, find out why it crashed, fix the problem, watch it crash…..