Commitment to Excellence in Everything We Do: Academics, Activities and Citizenship
Course Syllabus: Honors Visual Basic Programming
“'It seems very pretty,' she said when she had finished it, 'but it's rather hard to understand!' (You see she didn't like to confess, even to herself, that she couldn't make it out at all.) 'Somehow it seems to fill my head with ideas—only I don't exactly know what they are!
-AlicefromThrough the Looking Glassby Lewis Carroll Course Content The major goal of this course is to reinforce computing concepts to students who have previously taken an introduction to programming. These concepts include objects, properties, methods, functions, decision- making, loops, random number generation, Boolean logic, variables, parameters, arguments, and arrays will be introduced. Students can expect to develop these skills through a hands-on exercises and projects. Projects will include independent work as well as group work.
Use logical reasoning.
Use random numbers for statistic modeling.
Using arrays to manipulate data.
Learn about object-oriented programming and to apply concepts to other programming languages such as Java and C++.
1.10 Test-Driving the Visual Basic AdvancedPainter Application
How do exponential functions model real-world phenomena?
How do logarithmic functions model real-world phenomena?
How can you use cross-sections of three-dimensional objects to create the different conic sections?
What are the different types of conic sections?
How do conic sections model real-world phenomena?
Core Idea Second Semester: Our focus second semester will be on using characteristics of trigonometric functions to sketch graphs of those functions, working with trigonometric identities, and expanding students’ understanding of matrices and vectors. Students will use these concepts to model and solve real-world problems.
By the end of the second semester, in order to demonstrate mastery, students should be able to answer the following essential questions:
How can we restrict the domain of trigonometric functions to make them invertible?
How can you use the periodic behavior of trigonometric functions to model real-world phenomena?
How can we use the trigonometric identities to help verify proofs and manipulate and simplify trigonometric expressions?
How can the Law of Sines and the Law of Cosines be used to model and solve real-world problems?
How can the same curve be represented in Cartesian and in polar?
How do the arithmetic operations with numerals compare to the operations with matrices? With vectors?
How can you use matrices to model real-world phenomena?
How can you use vectors to model real-world phenomena?
Assessment Schedule: (Please note these are preliminary and tentative dates. They are subject to change, but should occur in the general area of the timeframe provided below.)
First Quarter Assessments:
Unit 1 Project/Test – end of September; Unit 2 Project/Test – mid-October
A Unit 3 project incorporating the curriculum will account for 25% of the student’s final grade (end of October).
Second Quarter Assessments:
Unit 4 Project/Test – mid-November; Mid-Unit 5 Project/Test – mid-December
A cumulative exam containing multiple choice, short answer, and essay questions accounting for 25% of the student’s grade (mid-January)
Third Quarter Assessments:
Unit 6 Project/Test – mid -March; Unit 7 Test –end of March
A project incorporating the curriculum will account for 25% of the student’s final grade (end of March).
Fourth Quarter Assessments:
Unit 8 Project/Test – mid-April; Unit 9 Project/Test – mid-May Unit 10 Projects – if time permits
A cumulative exam containing multiple choice, short answer, and essay questions accounting for 25% of the student’s grade (Seniors – end of May, underclassmen – June)