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DRAFT: Computer Information Systems (CIS) Learning Guides

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201/52.1201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
100		TASK: Discuss safety protocols and acceptable use policies	Prerequisite Tasks: Individually practiced and identified related tasks within major subgroup numbers 1100, 2100, 3100, and 4100 below as applied to general management of Information Systems (IS) and Computer Programming (Computer Science or Computational Thinking). Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including interdisciplinary research/project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks will apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to discuss safety protocols and acceptable use policies with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that discuss safety protocols and acceptable use policies. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
110		TASK: Define health and safety regulations	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 109 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to define health and safety regulations with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that define health and safety regulations. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
119		TASK: Identify, describe and demonstrate personal, classroom and laboratory safety practices and procedures	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 118 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to identify, describe and demonstrate personal, classroom and laboratory safety practices and procedures with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that identify, describe and demonstrate personal, classroom and laboratory safety practices and procedures. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
120		TASK: Illustrate appropriate safe body mechanics, including proper lifting techniques and ergonomics	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 119 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to illustrate appropriate safe body mechanics, including proper lifting techniques and ergonomics with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that illustrate appropriate safe body mechanics, including proper lifting techniques and ergonomics. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
121		TASK: Locate emergency equipment in your lab and classroom, including first-aid kits & telephones and including where appropriate: eyewash stations, shower facilities, sinks, fire extinguishers, fire blankets, master power switches&#	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 120 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to locate emergency equipment in your lab and classroom, including first-aid kits & telephones and including where appropriate: eyewash stations, shower facilities, sinks, fire extinguishers, fire blankets, master power switches&# with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that locate emergency equipment in your lab and classroom, including first-aid kits & telephones and including where appropriate: eyewash stations, shower facilities, sinks, fire extinguishers, fire blankets, master power switches&#. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
122		TASK: Demonstrate the safe use, storage, and maintenance of every piece of equipment in the lab and classroom	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 121 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to demonstrate the safe use, storage, and maintenance of every piece of equipment in the lab and classroom with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that demonstrate the safe use, storage, and maintenance of every piece of equipment in the lab and classroom. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
123		TASK: Describe safety practices and procedures to be followed when working with and around electricity and including computer hardware	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 122 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to describe safety practices and procedures to be followed when working with and around electricity and including computer hardware with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that describe safety practices and procedures to be followed when working with and around electricity and including computer hardware. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
125		TASK: Demonstrate proper work-space cleaning procedures	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 124 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to demonstrate proper work-space cleaning procedures with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that demonstrate proper work-space cleaning procedures. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
126		TASK: Demonstrate responses to situations that threaten health and safety	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 125 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to demonstrate responses to situations that threaten health and safety with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that demonstrate responses to situations that threaten health and safety. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
128		TASK: Describe the importance of emergency preparedness and an emergency action plan	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 127 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to describe the importance of emergency preparedness and an emergency action plan with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that describe the importance of emergency preparedness and an emergency action plan. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
129		TASK: Illustrate procedures used to handle emergency situations and accidents, including identification, reporting, response, evacuation plans, and follow-up procedures	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 128 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to illustrate procedures used to handle emergency situations and accidents, including identification, reporting, response, evacuation plans, and follow-up procedures with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that illustrate procedures used to handle emergency situations and accidents, including identification, reporting, response, evacuation plans, and follow-up procedures. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
130		TASK: Identify practices used to avoid accidents	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 129 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to identify practices used to avoid accidents with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that identify practices used to avoid accidents. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
131		TASK: Identify and describe fire protection, precautions and response procedures	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 130 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to identify and describe fire protection, precautions and response procedures with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that identify and describe fire protection, precautions and response procedures. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
132		TASK: Discuss the role of the individual and the company/organization in ensuring workplace safety	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 131 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to discuss the role of the individual and the company/organization in ensuring workplace safety with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that discuss the role of the individual and the company/organization in ensuring workplace safety. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
133		TASK: Discuss ways to identify and prevent workplace/school violence	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 100 to 132 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to general safety and health information sources, the student will be able to discuss ways to identify and prevent workplace/school violence with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Foundations of Computer Science") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that discuss ways to identify and prevent workplace/school violence. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
1100		TASK: Examine and research the foundations of Computer Information Systems (or CIS)	Prerequisite Tasks: Completed more than 270 hours of study within the computer science discipline relating to this major task. Student individually documented evidence of prior research including interdisciplinary research projects. Successfully completed all teacher assignments and projects including the benchmark tasks from 1101 to 1145 inclusive. Additional tasks will apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to computer science, the student will be able to examine and research the foundations of Computer Information Systems (or CIS) with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that examine and research the foundations of Computer Information Systems (or CIS). Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1101		TASK: Review school rules, Acceptable Use Policy (AUP), and attendance requirements	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 1100. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student handbook, the student will be able to review school rules, Acceptable Use Policy (AUP), and attendance requirements with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that review school rules, Acceptable Use Policy (AUP), and attendance requirements. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1102		TASK: Review class dress code and the essence of good grooming	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 and 1101. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student handbook, the student will be able to review class dress code and the essence of good grooming with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that review class dress code and the essence of good grooming. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1103		TASK: Recognize the grading policy	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1102 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student handbook, the student will be able to recognize the grading policy with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that recognize the grading policy. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1104		TASK: Define the vocabulary terms 'data' and 'information'	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1103 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define the vocabulary terms 'data' and 'information' with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define the vocabulary terms 'data' and 'information'. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1105		TASK: Define the vocabulary term 'computational thinking' outside of the computer science discipline	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1104 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Computer and Information Systems Managers/Trainees (SOC 11-3021)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration on the relationship of computer science to other disciplines, the student will be able to define the vocabulary term 'computational thinking' outside of the computer science discipline with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define the vocabulary term 'computational thinking' outside of the computer science discipline. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1106		TASK: Compare and contrast the following disciplines: Computer Science, Software Engineering, Information Systems, and Information Technology (both literacy and fluency)	Prerequisite Tasks: Completed several hours of study within the software engineering discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1105 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering discipline, the student will be able to compare and contrast the following disciplines: Computer Science, Software Engineering, Information Systems, and Information Technology (both literacy and fluency) with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare and contrast the following disciplines: Computer Science, Software Engineering, Information Systems, and Information Technology (both literacy and fluency). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1107		TASK: Identify general course objectives	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1106 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a course syllabus, the student will be able to identify general course objectives with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify general course objectives. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1108		TASK: Demonstrate effective interpersonal conflict management skills	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1107 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a role-play exercise on conflict management in the workplace, the student will be able to demonstrate effective interpersonal conflict management skills with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate effective interpersonal conflict management skills. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1109		TASK: Differentiate between information technology roles and information system roles	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1108 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a classroom discussion on computer science fundamentals and expectations of professionals in the computer science field, the student will be able to differentiate between information technology roles and information system roles with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that differentiate between information technology roles and information system roles. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1110		TASK: Define professional roles within the field of Computer Information Systems (or CIS)	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1109 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a description of an IS discipline and related professional responsibilities, the student will be able to define professional roles within the field of Computer Information Systems (or CIS) with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define professional roles within the field of Computer Information Systems (or CIS). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1111		TASK: Demonstrate a broad business and a real world perspective	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1110 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a case scenario in the information systems discipline, the student will be able to demonstrate a broad business and a real world perspective with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate a broad business and a real world perspective. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1112		TASK: Promote successful performance among peers	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1111 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a group exercise, the student will be able to promote successful performance among peers with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that promote successful performance among peers. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1113		TASK: Automate business operations without downsizing staff or production	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1112 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a paper pseudo-business model, the student will be able to automate business operations without downsizing staff or production with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that automate business operations without downsizing staff or production. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1114		TASK: Properly align digital information systems with an organization's strategic plan	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1113 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a common business case scenario, the student will be able to properly align digital information systems with an organization's strategic plan with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that properly align digital information systems with an organization's strategic plan. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1115		TASK: Independently demonstrate strong analytical and critical thinking skills	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1114 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to independently demonstrate strong analytical and critical thinking skills with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that independently demonstrate strong analytical and critical thinking skills. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1116		TASK: Use system concepts for understanding and framing problems	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1115 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use system concepts for understanding and framing problems with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use system concepts for understanding and framing problems. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1117		TASK: Practice solving problems before actually implementing a solution	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1116 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to practice solving problems before actually implementing a solution with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that practice solving problems before actually implementing a solution. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1118		TASK: Apply both traditional and new concepts and skills	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1117 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to apply both traditional and new concepts and skills with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that apply both traditional and new concepts and skills. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1119		TASK: Understand that a system consists of people, data, procedures, software, & hardware (by degree)	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1118 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to understand that a system consists of people, data, procedures, software, & hardware (by degree) with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that understand that a system consists of people, data, procedures, software, & hardware (by degree). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1120		TASK: Exhibit strong ethical principles	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1119 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to exhibit strong ethical principles with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that exhibit strong ethical principles. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1121		TASK: Employ good interpersonal communication & team skills	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1120 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to employ good interpersonal communication & team skills with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that employ good interpersonal communication & team skills. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1122		TASK: Adopt a professional code of conduct	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1121 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to adopt a professional code of conduct with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that adopt a professional code of conduct. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1123		TASK: Collaborate to successful reinforce individual efforts	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1122 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to collaborate to successful reinforce individual efforts with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that collaborate to successful reinforce individual efforts. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1124		TASK: Employ effective listening skills	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1123 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to employ effective listening skills with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that employ effective listening skills. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1125		TASK: Demonstrate persuasiveness through writing & speaking	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1124 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate persuasiveness through writing & speaking with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate persuasiveness through writing & speaking. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1126		TASK: Show awareness of opportunities for ongoing education	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1125 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to show awareness of opportunities for ongoing education with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that show awareness of opportunities for ongoing education. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1127		TASK: Maintain a positive work ethic and attitude	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1126 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to maintain a positive work ethic and attitude with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that maintain a positive work ethic and attitude. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1128		TASK: Demonstrate attitude for success	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1127 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to demonstrate attitude for success with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that demonstrate attitude for success. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1129		TASK: Display persistence, curiosity, creativity, risk taking, & a tolerance of these abilities in others	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1128 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to display persistence, curiosity, creativity, risk taking, & a tolerance of these abilities in others with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that display persistence, curiosity, creativity, risk taking, & a tolerance of these abilities in others. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1130		TASK: Design and implement information technology solutions that enhance organizational performance	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1129 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to design and implement information technology solutions that enhance organizational performance with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that design and implement information technology solutions that enhance organizational performance. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1131		TASK: Properly model organizational processes	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1130 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to properly model organizational processes with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that properly model organizational processes. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1132		TASK: Implement and manage technical processes	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1131 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to implement and manage technical processes with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that implement and manage technical processes. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1133		TASK: Apply techniques for acquiring, converting, transmitting, & storing data	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1132 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to apply techniques for acquiring, converting, transmitting, & storing data with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that apply techniques for acquiring, converting, transmitting, & storing data. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1134		TASK: Focus upon the application of information technology in helping individuals, groups, & organizations achieve their goals	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1133 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to focus upon the application of information technology in helping individuals, groups, & organizations achieve their goals with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that focus upon the application of information technology in helping individuals, groups, & organizations achieve their goals. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1135		TASK: Provide users with technical support for computer problems	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1134 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to provide users with technical support for computer problems with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that provide users with technical support for computer problems. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1136		TASK: Install hardware & software solutions	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1135 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to install hardware & software solutions with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that install hardware & software solutions. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1137		TASK: Troubleshoot hardware & software problems	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1136 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to troubleshoot hardware & software problems with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that troubleshoot hardware & software problems. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1138		TASK: Simulate a solution's accuracy then re-evaluate	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1137 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to simulate a solution's accuracy then re-evaluate with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that simulate a solution's accuracy then re-evaluate. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1139		TASK: Count in base 2, 8, or 16 numbering systems	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1138 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to count in base 2, 8, or 16 numbering systems with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that count in base 2, 8, or 16 numbering systems. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1140		TASK: Design basic finite state machines	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1139 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to design basic finite state machines with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that design basic finite state machines. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1141		TASK: Responsibly use software in the lab	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1140 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to responsibly use software in the lab with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that responsibly use software in the lab. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1142		TASK: Demonstrate the ethical use of computer technology	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1141 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate the ethical use of computer technology with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate the ethical use of computer technology. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1143		TASK: Explore problems: solving heuristically & strategically	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1142 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to explore problems: solving heuristically & strategically with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that explore problems: solving heuristically & strategically. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1144		TASK: Recognize computationally hard problems (NP-C)	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1143 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to recognize computationally hard problems (NP-C) with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that recognize computationally hard problems (NP-C). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1145		TASK: Identify unsolvable problems (Does P = NP?)	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1100 to 1144 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to identify unsolvable problems (Does P = NP?) with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that identify unsolvable problems (Does P = NP?). Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
1200		TASK: Develop an individual career plan and research project	Prerequisite Tasks: Individually practiced tasks from 1101 to 1145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to develop an individual career plan and research project with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that develop an individual career plan and research project. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1201		TASK: Investigate career options	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 1200. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a classified job advertisement section from a local news agency, the student will be able to investigate career options with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that investigate career options. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1202		TASK: Develop career goals	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 and 1201. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a basic document template framed upon a student's interest, aptitudes, and research, the student will be able to develop career goals with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that develop career goals. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1203		TASK: Plan and modify goals on an annual basis	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1202 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an online career account/survey from the Department of Education, the student will be able to plan and modify goals on an annual basis with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that plan and modify goals on an annual basis. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1204		TASK: Manage personal and career goals	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1203 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to manage personal and career goals with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that manage personal and career goals. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1205		TASK: Describe factors that contribute to job satisfaction and success	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1204 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe factors that contribute to job satisfaction and success with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe factors that contribute to job satisfaction and success. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1220		TASK: Prepare for employment	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1219 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to prepare for employment with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that prepare for employment. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1221		TASK: Develop a resume	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1220 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to develop a resume with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that develop a resume. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1222		TASK: Complete a job application process	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1221 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to complete a job application process with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that complete a job application process. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1223		TASK: Demonstrate interviewing skills	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1222 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate interviewing skills with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate interviewing skills. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1230		TASK: Participate in work-based learning experiences	Prerequisite Tasks: Completed more than five (5) hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1229 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to participate in work-based learning experiences with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that participate in work-based learning experiences. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1231		TASK: Use technology appropriate for the job	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1230 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use technology appropriate for the job with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use technology appropriate for the job. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1232		TASK: Demonstrate positive work behaviors	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1231 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate positive work behaviors with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate positive work behaviors. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1233		TASK: Demonstrate positive interpersonal behaviors	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1232 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate positive interpersonal behaviors with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate positive interpersonal behaviors. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1234		TASK: Demonstrate safe and healthy work behaviors	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1233 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate safe and healthy work behaviors with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate safe and healthy work behaviors. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1235		TASK: Adapt to changes in the workplace	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1234 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to adapt to changes in the workplace with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that adapt to changes in the workplace. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1240		TASK: Demonstrate oral communications	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1239 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate oral communications with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate oral communications. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1241		TASK: Conduct formal and informal research to collect appropriate topical information	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1240 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to conduct formal and informal research to collect appropriate topical information with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that conduct formal and informal research to collect appropriate topical information. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1242		TASK: Use questioning techniques to obtain needed information from audience	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1241 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use questioning techniques to obtain needed information from audience with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use questioning techniques to obtain needed information from audience. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1243		TASK: Interpret oral and nonverbal communications of audience	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1242 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to interpret oral and nonverbal communications of audience with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that interpret oral and nonverbal communications of audience. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1244		TASK: Demonstrate active listening during communications	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1243 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate active listening during communications with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate active listening during communications. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1245		TASK: Demonstrate appropriate technologies for a formal presentation	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1244 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate appropriate technologies for a formal presentation with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate appropriate technologies for a formal presentation. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1246		TASK: Prepare and deliver presentations	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1245 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to prepare and deliver presentations with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that prepare and deliver presentations. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1247		TASK: Deliver presentation incorporating both appropriate verbal and nonverbal communication techniques	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1246 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to deliver presentation incorporating both appropriate verbal and nonverbal communication techniques with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that deliver presentation incorporating both appropriate verbal and nonverbal communication techniques. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1248		TASK: Communicate using equitable and culturally sensitive language for a diverse audience	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1247 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to communicate using equitable and culturally sensitive language for a diverse audience with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that communicate using equitable and culturally sensitive language for a diverse audience. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1250		TASK: Demonstrate written communications	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1249 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate written communications with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate written communications. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1251		TASK: Conduct formal research to collect appropriate information	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1250 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to conduct formal research to collect appropriate information with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that conduct formal research to collect appropriate information. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1252		TASK: Organize information and develop an outline	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1251 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to organize information and develop an outline with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that organize information and develop an outline. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1253		TASK: Write an appropriate business communication	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1252 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a written case scenario from the workplace, the student will be able to write an appropriate business communication with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that write an appropriate business communication. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1254		TASK: Prepare and proof a draft report	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1253 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an appropriate technology and information system(s), the student will be able to prepare and proof a draft report with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that prepare and proof a draft report. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1255		TASK: Utilize electronic format for written and presentation communications	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1200 to 1254 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to utilize electronic format for written and presentation communications with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that utilize electronic format for written and presentation communications. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
1300		TASK: Configure LAMP, MAMP, and WAMP web servers on an Intel based PC	Prerequisite Tasks: Individually practiced tasks from 1101 to 1145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to configure LAMP, MAMP, and WAMP web servers on an Intel based PC with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that configure LAMP, MAMP, and WAMP web servers on an Intel based PC. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
1400		TASK: Assemble a High Performance Cluster (HPC) for the purpose of distributed processing	Prerequisite Tasks: Individually practiced tasks from 1101 to 1145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to assemble a High Performance Cluster (HPC) for the purpose of distributed processing with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that assemble a High Performance Cluster (HPC) for the purpose of distributed processing. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
1500		TASK: Research and evaluate several High Performance Clusters (HPCs) currently used by local business corporations	Prerequisite Tasks: Individually practiced tasks from 1101 to 1145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to research and evaluate several High Performance Clusters (HPCs) currently used by local business corporations with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that research and evaluate several High Performance Clusters (HPCs) currently used by local business corporations. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
1600		TASK: Evaluate the role of the information technology industry in the economy	Prerequisite Tasks: Individually practiced tasks from 1101 to 1145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to evaluate the role of the information technology industry in the economy with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate the role of the information technology industry in the economy. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1601		TASK: Evaluate the role of information technology on local and international economies	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 1600. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to evaluate the role of information technology on local and international economies with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate the role of information technology on local and international economies. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1602		TASK: Compare/contrast the advantages/disadvantages of working as an independent consultant	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 and 1601. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare/contrast the advantages/disadvantages of working as an independent consultant with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that compare/contrast the advantages/disadvantages of working as an independent consultant. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1605		TASK: Analyze the relationship of customer service and customer satisfaction on the success of a business	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1604 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to analyze the relationship of customer service and customer satisfaction on the success of a business with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that analyze the relationship of customer service and customer satisfaction on the success of a business. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1620		TASK: Demonstrate business and financial management practices for an independent consultant	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1619 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate business and financial management practices for an independent consultant with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate business and financial management practices for an independent consultant. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1621		TASK: Research and identify costs associated with supplying services in the Information Systems field	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1620 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to research and identify costs associated with supplying services in the Information Systems field with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that research and identify costs associated with supplying services in the Information Systems field. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1622		TASK: Interpret financial information for decision making and planning	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1621 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to interpret financial information for decision making and planning with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that interpret financial information for decision making and planning. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1630		TASK: Monitor and adjust business operation based on financial performance	Prerequisite Tasks: Completed more than five (5) hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1629 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to monitor and adjust business operation based on financial performance with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that monitor and adjust business operation based on financial performance. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1640		TASK: Evaluate leadership styles appropriate for the workplace	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1639 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to evaluate leadership styles appropriate for the workplace with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate leadership styles appropriate for the workplace. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1641		TASK: Determine the roles and responsibilities that leaders and members bring to an organization	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1640 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to determine the roles and responsibilities that leaders and members bring to an organization with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that determine the roles and responsibilities that leaders and members bring to an organization. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1642		TASK: Compare/contrast leadership and management styles	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1641 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare/contrast leadership and management styles with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare/contrast leadership and management styles. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1643		TASK: Describe how cultural/ethnic differences affect leadership styles within a group	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1642 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe how cultural/ethnic differences affect leadership styles within a group with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe how cultural/ethnic differences affect leadership styles within a group. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1645		TASK: Describe how cultural/ethnic differences affect interpersonal interactions/communications within a group	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1644 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe how cultural/ethnic differences affect interpersonal interactions/communications within a group with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe how cultural/ethnic differences affect interpersonal interactions/communications within a group. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1650		TASK: Participate in leadership activities such as those supported by career and technical student organizations	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1649 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to participate in leadership activities such as those supported by career and technical student organizations with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that participate in leadership activities such as those supported by career and technical student organizations. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1651		TASK: Determine the roles and responsibilities that leaders and members bring to a student organization	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1650 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to determine the roles and responsibilities that leaders and members bring to a student organization with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that determine the roles and responsibilities that leaders and members bring to a student organization. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1652		TASK: Evaluate characteristics of an effective team player	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1651 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to evaluate characteristics of an effective team player with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate characteristics of an effective team player. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1653		TASK: Evaluate characteristics of effective teams	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1652 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to evaluate characteristics of effective teams with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate characteristics of effective teams. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1654		TASK: Practice techniques to involve each member of the team	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1653 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to practice techniques to involve each member of the team with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that practice techniques to involve each member of the team. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1655		TASK: Demonstrate team-work	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1654 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate team-work with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate team-work. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1656		TASK: Practice effective meeting management	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1655 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to practice effective meeting management with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that practice effective meeting management. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1657		TASK: Develop and implement a personal and professional improvement plan	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1656 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to develop and implement a personal and professional improvement plan with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that develop and implement a personal and professional improvement plan. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1658		TASK: Demonstrate business etiquette	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1657 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate business etiquette with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate business etiquette. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1659		TASK: Practice decision-making process	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1658 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to practice decision-making process with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that practice decision-making process. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1660		TASK: Demonstrate positive business and work ethics	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1659 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate positive business and work ethics with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate positive business and work ethics. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1661		TASK: Distinguish between personal values and goals	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1660 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to distinguish between personal values and goals with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that distinguish between personal values and goals. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1662		TASK: Evaluate how values and goals are displayed as a work ethic	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1661 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to evaluate how values and goals are displayed as a work ethic with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate how values and goals are displayed as a work ethic. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1663		TASK: Explain how initiatives and the willingness to learn new information impact interpersonal relationships in the workplace	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1662 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain how initiatives and the willingness to learn new information impact interpersonal relationships in the workplace with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain how initiatives and the willingness to learn new information impact interpersonal relationships in the workplace. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1664		TASK: Demonstrate dependable punctuality and to adhere to a work schedule and deadlines	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1663 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate dependable punctuality and to adhere to a work schedule and deadlines with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate dependable punctuality and to adhere to a work schedule and deadlines. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1665		TASK: Express feelings and ideas in an appropriate manner for the workplace	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1664 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to express feelings and ideas in an appropriate manner for the workplace with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that express feelings and ideas in an appropriate manner for the workplace. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1666		TASK: Demonstrate appropriate manners for accepting/giving feedback and evaluation in employer/employee interactions	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1665 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate appropriate manners for accepting/giving feedback and evaluation in employer/employee interactions with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate appropriate manners for accepting/giving feedback and evaluation in employer/employee interactions. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1671		TASK: Convey the rights/responsibilities electronic communications usage to the end users	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1670 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to convey the rights/responsibilities electronic communications usage to the end users with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that convey the rights/responsibilities electronic communications usage to the end users. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1672		TASK: Comply with license agreements and copyright laws	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1671 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to comply with license agreements and copyright laws with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that comply with license agreements and copyright laws. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1673		TASK: Compare the rights of an organization with the rights of users of electronic communications	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1672 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare the rights of an organization with the rights of users of electronic communications with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare the rights of an organization with the rights of users of electronic communications. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1680		TASK: Demonstrate the comprehension of basic computer mathematics	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1679 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate the comprehension of basic computer mathematics with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate the comprehension of basic computer mathematics. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1681		TASK: Explain the function of general mathematics as it relates to computer hardware	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1680 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the function of general mathematics as it relates to computer hardware with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the function of general mathematics as it relates to computer hardware. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1685		TASK: Perform binary, octal, decimal, and hexadecimal number conversions to solve problems with hardware configuration	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1684 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to perform binary, octal, decimal, and hexadecimal number conversions to solve problems with hardware configuration with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that perform binary, octal, decimal, and hexadecimal number conversions to solve problems with hardware configuration. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1690		TASK: Describe the development/evolution of the computer	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1689 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the development/evolution of the computer with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the development/evolution of the computer. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1691		TASK: Describe a computer, it's components and their functions	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1690 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe a computer, it's components and their functions with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe a computer, it's components and their functions. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1692		TASK: Explain the historical evolution of the computer	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1691 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the historical evolution of the computer with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the historical evolution of the computer. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
1695		TASK: Explain how the development of computers has impacted modern life	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 1600 to 1694 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), Computers and Information Research Scientists/Apprenticeship (SOC 15-1111), and Computer Hardware Engineers (SOC 17-2061)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain how the development of computers has impacted modern life with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Science Foundations") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain how the development of computers has impacted modern life. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
2100		TASK: Create, modify, compile, and execute computer algorithms from an open source	Prerequisite Tasks: Completed more than 270 hours of study within the computer science discipline relating to this major task. Student individually documented evidence of prior research including interdisciplinary research projects. Successfully completed all teacher assignments and projects including the benchmark tasks from 2101 to 2145 inclusive. Additional tasks will apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given an introduction to computer programming and several code examples, the student will be able to create, modify, compile, and execute computer algorithms from an open source with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create, modify, compile, and execute computer algorithms from an open source. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2101		TASK: Recall every line of code within the source algorithm	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 2100. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given an introduction and a fundamental Hello-World algorithm, the student will be able to recall every line of code within the source algorithm with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that recall every line of code within the source algorithm. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2102		TASK: Label and define major sections of an algorithm	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 and 2101. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given an introduction and a functional algorithm, the student will be able to label and define major sections of an algorithm with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that label and define major sections of an algorithm. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2103		TASK: Underline or highlight built-in commands/functions	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2102 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to underline or highlight built-in commands/functions with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that underline or highlight built-in commands/functions. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2104		TASK: Underline or highlight literals	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2103 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to underline or highlight literals with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that underline or highlight literals. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2105		TASK: Underline or highlight primitive variables	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2104 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to underline or highlight primitive variables with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that underline or highlight primitive variables. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2106		TASK: Underline or highlight data structures when defined	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2105 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to underline or highlight data structures when defined with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that underline or highlight data structures when defined. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2107		TASK: Underline or highlight value parameters	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2106 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to underline or highlight value parameters with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that underline or highlight value parameters. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2108		TASK: Underline or highlight reference parameters	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2107 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to underline or highlight reference parameters with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that underline or highlight reference parameters. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2109		TASK: Underline or highlight function prototypes	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2108 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to underline or highlight function prototypes with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that underline or highlight function prototypes. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2110		TASK: Locate all syntax errors	Prerequisite Tasks: Completed more than five (5) hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2109 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with grammar errors, the student will be able to locate all syntax errors with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that locate all syntax errors. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2111		TASK: Discuss various side-effects that may occur	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2110 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with known semantic errors, the student will be able to discuss various side-effects that may occur with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss various side-effects that may occur. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2112		TASK: Restate major sections of an algorithm	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2111 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to restate major sections of an algorithm with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that restate major sections of an algorithm. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2113		TASK: Explain built-in commands/functions	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2112 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to explain built-in commands/functions with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that explain built-in commands/functions. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2114		TASK: Describe literals	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2113 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to describe literals with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe literals. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2115		TASK: Recognize primitive variables	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2114 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to recognize primitive variables with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that recognize primitive variables. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2116		TASK: Review data structures when defined	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2115 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to review data structures when defined with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that review data structures when defined. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2117		TASK: Identify value parameters	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2116 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to identify value parameters with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that identify value parameters. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2118		TASK: Identify reference parameters	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2117 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to identify reference parameters with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that identify reference parameters. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2119		TASK: Describe function prototypes	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2118 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to describe function prototypes with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that describe function prototypes. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2120		TASK: Practice correcting syntax errors	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2119 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with grammar errors, the student will be able to practice correcting syntax errors with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that practice correcting syntax errors. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2121		TASK: Interpret various side-effects	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2120 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with known semantic errors, the student will be able to interpret various side-effects with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that interpret various side-effects. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2122		TASK: Apply major sections of an algorithm	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2121 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to apply major sections of an algorithm with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that apply major sections of an algorithm. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2123		TASK: Use built-in commands/functions	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2122 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to use built-in commands/functions with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that use built-in commands/functions. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2124		TASK: Employ literals	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2123 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to employ literals with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that employ literals. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2125		TASK: Assign primitive variables a literal value	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2124 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to assign primitive variables a literal value with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that assign primitive variables a literal value. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2126		TASK: Illustrate data structures as defined	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2125 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to illustrate data structures as defined with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that illustrate data structures as defined. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2127		TASK: Use value parameters	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2126 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to use value parameters with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that use value parameters. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2128		TASK: Use reference parameters	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2127 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to use reference parameters with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that use reference parameters. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2129		TASK: Apply function prototypes	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2128 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to apply function prototypes with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that apply function prototypes. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2130		TASK: Correct all syntax errors	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2129 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with grammar errors, the student will be able to correct all syntax errors with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that correct all syntax errors. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2131		TASK: Question various side-effects	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2130 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with known semantic errors, the student will be able to question various side-effects with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that question various side-effects. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2132		TASK: Compare major sections of an algorithm	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2131 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to compare major sections of an algorithm with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that compare major sections of an algorithm. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2133		TASK: Criticize built-in commands/functions	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2132 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to criticize built-in commands/functions with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that criticize built-in commands/functions. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2134		TASK: Appraise and minimize the use literals	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2133 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to appraise and minimize the use literals with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that appraise and minimize the use literals. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2135		TASK: Experiment with variable assignments	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2134 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to experiment with variable assignments with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that experiment with variable assignments. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2136		TASK: Distinguish data structures from simple variables	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2135 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and a functional algorithm, the student will be able to distinguish data structures from simple variables with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that distinguish data structures from simple variables. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2137		TASK: Analyze value parameters	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2136 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to analyze value parameters with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that analyze value parameters. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2138		TASK: Analyze reference parameters	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2137 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to analyze reference parameters with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that analyze reference parameters. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2139		TASK: Analyze function prototypes and various compiler directives	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2138 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given a lecture/demonstration and an algorithm with programmer-defined functions or objects, the student will be able to analyze function prototypes and various compiler directives with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that analyze function prototypes and various compiler directives. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2140		TASK: Review and illustrate the presented model	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2139 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given an instructor defined programming project(s) with an algorithmic solution, the student will be able to Review and illustrate the presented model with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that Review and illustrate the presented model. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2141		TASK: Trace, question, and inspect the algorithm(s)	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2140 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given an instructor defined programming project(s) with an algorithmic solution, the student will be able to trace, question, and inspect the algorithm(s) with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that trace, question, and inspect the algorithm(s). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2142		TASK: Analyze and propose improvements for the project	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2141 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given an instructor defined programming project(s) with an algorithmic solution, the student will be able to analyze and propose improvements for the project with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that analyze and propose improvements for the project. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2143		TASK: Examine and develop a complete software model	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2142 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given an instructor defined programming project(s) and a related algorithm skeleton(s), the student will be able to examine and develop a complete software model with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that examine and develop a complete software model. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2144		TASK: Create an accurate and functional software model	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2143 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given an instructor defined programming project(s) and a related algorithm skeleton(s), the student will be able to create an accurate and functional software model with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that create an accurate and functional software model. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2145		TASK: Create an accurate and functional software model	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2144 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Final Draft): Given an instructor defined programming project(s), the student will be able to create an accurate and functional software model with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that create an accurate and functional software model. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2149		TASK: Demonstrate correct use of terminology in program comments	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2148 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student presentation and research evidence of a major programming project, the student will be able to demonstrate correct use of terminology in program comments with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate correct use of terminology in program comments. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2150		TASK: Question the representation of text and numbers (literals) within an algorithm	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2149 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student presentation and research evidence of a major programming project, the student will be able to question the representation of text and numbers (literals) within an algorithm with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that question the representation of text and numbers (literals) within an algorithm. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2151		TASK: Discuss data types	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2150 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student presentation and research evidence of a major programming project, the student will be able to discuss data types with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that discuss data types. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2152		TASK: Illustrate the execution of a program	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2151 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student presentation and research evidence of a major programming project, the student will be able to illustrate the execution of a program with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that illustrate the execution of a program. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2153		TASK: Discuss various programming design techniques and styles	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2152 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student presentation and research evidence of a major programming project, the student will be able to discuss various programming design techniques and styles with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that discuss various programming design techniques and styles. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2154		TASK: Describe programming statements for output and input	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2153 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student presentation and research evidence of a major programming project, the student will be able to describe programming statements for output and input with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe programming statements for output and input. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2155		TASK: Restate the process for declaring constants and variables	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2154 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student presentation and research evidence of a major programming project, the student will be able to restate the process for declaring constants and variables with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that restate the process for declaring constants and variables. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2156		TASK: Explain the scope of variables and subroutines	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2155 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student presentation and research evidence of a major programming project, the student will be able to explain the scope of variables and subroutines with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that explain the scope of variables and subroutines. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2157		TASK: Differentiate between structured programming and object-oriented programming	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2156 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student presentation and research evidence of a major programming project, the student will be able to differentiate between structured programming and object-oriented programming with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that differentiate between structured programming and object-oriented programming. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2158		TASK: Illustrate the use of any data structure within their project	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2157 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student presentation and research evidence of a major programming project, the student will be able to illustrate the use of any data structure within their project with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that illustrate the use of any data structure within their project. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2159		TASK: Describe the program model and results	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2158 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a student presentation and research evidence of a major programming project, the student will be able to describe the program model and results with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that describe the program model and results. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2160		TASK: Recognize artificial intelligence (hereby abbreviated as AI)	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2159 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to related models of intelligent behavior, the student will be able to recognize artificial intelligence (hereby abbreviated as AI) with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that recognize artificial intelligence (hereby abbreviated as AI). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2161		TASK: Identify natural languages	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2160 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to related models of intelligent behavior, the student will be able to identify natural languages with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that identify natural languages. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2162		TASK: Review knowledge-based systems	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2161 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to related models of intelligent behavior, the student will be able to review knowledge-based systems with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that review knowledge-based systems. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2163		TASK: Explain machine learning	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2162 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to related models of intelligent behavior, the student will be able to explain machine learning with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that explain machine learning. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2164		TASK: Describe AI in game playing and searching	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2163 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to related models of intelligent behavior, the student will be able to describe AI in game playing and searching with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that describe AI in game playing and searching. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2165		TASK: Describe AI in nature and robotics	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2164 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to related models of intelligent behavior, the student will be able to describe AI in nature and robotics with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that describe AI in nature and robotics. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2166		TASK: Describe AI in vision and speech	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2165 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to related models of intelligent behavior, the student will be able to describe AI in vision and speech with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that describe AI in vision and speech. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2167		TASK: Dramatize the myth(s) of intelligent behavior	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2166 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to related models of intelligent behavior, the student will be able to dramatize the myth(s) of intelligent behavior with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that dramatize the myth(s) of intelligent behavior. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2170		TASK: Describe the relationship of computers within society	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2169 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a current technology article relating to the limits of computing, the student will be able to describe the relationship of computers within society with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that describe the relationship of computers within society. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2171		TASK: Calculate the efficiency of an algorithm	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2170 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a current technology article relating to the limits of computing, the student will be able to calculate the efficiency of an algorithm with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that calculate the efficiency of an algorithm. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2172		TASK: Describe the demand for parallel processing	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2171 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a current technology article relating to the limits of computing, the student will be able to describe the demand for parallel processing with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that describe the demand for parallel processing. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2173		TASK: Illustrate the concept of parallel processing	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2172 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a current technology article relating to the limits of computing, the student will be able to illustrate the concept of parallel processing with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that illustrate the concept of parallel processing. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2174		TASK: Recognize computationally intensive & hard problems	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2173 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a current technology article relating to the limits of computing, the student will be able to recognize computationally intensive & hard problems with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that recognize computationally intensive & hard problems. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2175		TASK: Identify unsolvable problems for the computer	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2174 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a current technology article relating to the limits of computing, the student will be able to identify unsolvable problems for the computer with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that identify unsolvable problems for the computer. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2180		TASK: Correct errors by making appropriate changes and rechecking the program to ensure that the desired results are produced	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2179 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to correct errors by making appropriate changes and rechecking the program to ensure that the desired results are produced with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that correct errors by making appropriate changes and rechecking the program to ensure that the desired results are produced. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2181		TASK: Conduct trial executions of programs & software applications to be sure they will produce the desired information and that the instructions are correct	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2180 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to conduct trial executions of programs & software applications to be sure they will produce the desired information and that the instructions are correct with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that conduct trial executions of programs & software applications to be sure they will produce the desired information and that the instructions are correct. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2182		TASK: Compile and write documentation of program development and subsequent revisions, inserting comments in the coded instructions so others can understand the program	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2181 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to compile and write documentation of program development and subsequent revisions, inserting comments in the coded instructions so others can understand the program with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that compile and write documentation of program development and subsequent revisions, inserting comments in the coded instructions so others can understand the program. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2183		TASK: Write, update, & maintain computer programs or software packages to handle specific jobs such as tracking inventory, storing or retrieving data, or controlling other equipment	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2182 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to write, update, & maintain computer programs or software packages to handle specific jobs such as tracking inventory, storing or retrieving data, or controlling other equipment with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that write, update, & maintain computer programs or software packages to handle specific jobs such as tracking inventory, storing or retrieving data, or controlling other equipment. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2184		TASK: Consult with teachers, engineers, and technical personnel to clarify program intent, identify problems, and suggest changes	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2183 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to consult with teachers, engineers, and technical personnel to clarify program intent, identify problems, and suggest changes with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that consult with teachers, engineers, and technical personnel to clarify program intent, identify problems, and suggest changes. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2185		TASK: Perform or direct revision, repair, or expansion of existing programs to increase operating efficiency or adapt to new requirements	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2184 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to perform or direct revision, repair, or expansion of existing programs to increase operating efficiency or adapt to new requirements with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that perform or direct revision, repair, or expansion of existing programs to increase operating efficiency or adapt to new requirements. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2186		TASK: Write, analyze, review, and rewrite programs, using work-flow chart and diagram, and applying knowledge of computer capabilities, subject matter, and symbolic logic	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2185 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to write, analyze, review, and rewrite programs, using work-flow chart and diagram, and applying knowledge of computer capabilities, subject matter, and symbolic logic with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that write, analyze, review, and rewrite programs, using work-flow chart and diagram, and applying knowledge of computer capabilities, subject matter, and symbolic logic. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2187		TASK: Write or contribute to instructions or manuals to guide end users	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2186 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to write or contribute to instructions or manuals to guide end users with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that write or contribute to instructions or manuals to guide end users. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2188		TASK: Investigate whether networks, workstations, the central processing unit of the system, or peripheral equipment are responding to a program's instructions	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2187 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Network & Computer Systems Administrators/Trainees (SOC 15-1142), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to investigate whether networks, workstations, the central processing unit of the system, or peripheral equipment are responding to a program's instructions with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C) and the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that investigate whether networks, workstations, the central processing unit of the system, or peripheral equipment are responding to a program's instructions. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2189		TASK: Prepare detailed work-flow charts and diagrams that describe input, output, and logical operation, and convert them into a series of instructions coded in a computer language(s)	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2100 to 2188 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to prepare detailed work-flow charts and diagrams that describe input, output, and logical operation, and convert them into a series of instructions coded in a computer language(s) with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that prepare detailed work-flow charts and diagrams that describe input, output, and logical operation, and convert them into a series of instructions coded in a computer language(s). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
2200		TASK: Create algorithms utilizing control statements, functions, linear data structures, and file input/output operations	Prerequisite Tasks: Individually practiced tasks from 2101 to 2145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a demonstration and lectures on fundamentals of programming, the student will be able to create algorithms utilizing control statements, functions, linear data structures, and file input/output operations with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create algorithms utilizing control statements, functions, linear data structures, and file input/output operations. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2201		TASK: Discuss the history of selected programming languages	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 2200. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to computers and programming languages, the student will be able to discuss the history of selected programming languages with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss the history of selected programming languages. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2202		TASK: Describe the program development life cycle (PDLC)	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 and 2201. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to computers and programming languages, the student will be able to describe the program development life cycle (PDLC) with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the program development life cycle (PDLC). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2203		TASK: Write basic algorithms for console output	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2202 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to computers and programming languages, the student will be able to write basic algorithms for console output with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write basic algorithms for console output. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2204		TASK: Develop algorithms using command-line tools on selected OSs	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2203 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to computers and programming languages, the student will be able to develop algorithms using command-line tools on selected OSs with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that develop algorithms using command-line tools on selected OSs. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2205		TASK: Solve practical problems logically	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2204 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction or demonstration on computational thinking, the student will be able to solve practical problems logically with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that solve practical problems logically. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2206		TASK: Declare and use primitive variables to store data	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2205 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction or demonstration on computational thinking, the student will be able to declare and use primitive variables to store data with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that declare and use primitive variables to store data. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2207		TASK: Write algorithms to perform simple calculations	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2206 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction or demonstration on computational thinking, the student will be able to write algorithms to perform simple calculations with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write algorithms to perform simple calculations. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2208		TASK: Practice commenting code, proper naming conventions, and correct programming style	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2207 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction or demonstration on computational thinking, the student will be able to practice commenting code, proper naming conventions, and correct programming style with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that practice commenting code, proper naming conventions, and correct programming style. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2209		TASK: Debug code by identifying syntax errors, run-time errors, and semantic/logic errors	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2208 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction or demonstration on computational thinking, the student will be able to debug code by identifying syntax errors, run-time errors, and semantic/logic errors with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that debug code by identifying syntax errors, run-time errors, and semantic/logic errors. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2210		TASK: Choose among two or more alternate execution paths within any algorithm	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2209 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture or demonstration of algorithmic solutions implementing selection/branch statements, the student will be able to choose among two or more alternate execution paths within any algorithm with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that choose among two or more alternate execution paths within any algorithm. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2211		TASK: Declare then use Boolean (bool) types	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2210 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture or demonstration of algorithmic solutions implementing selection/branch statements, the student will be able to declare then use Boolean (bool) types with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that declare then use Boolean (bool) types. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2212		TASK: Write Boolean expressions using proper comparison operators	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2211 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture or demonstration of algorithmic solutions implementing selection/branch statements, the student will be able to write Boolean expressions using proper comparison operators with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write Boolean expressions using proper comparison operators. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2213		TASK: Combine conditions using logical operators and the rules governing operator precedence/associativity	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2212 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture or demonstration of algorithmic solutions implementing selection/branch statements, the student will be able to combine conditions using logical operators and the rules governing operator precedence/associativity with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that combine conditions using logical operators and the rules governing operator precedence/associativity. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2214		TASK: Implement selection control using switch statements	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2213 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture or demonstration of algorithmic solutions implementing selection/branch statements, the student will be able to implement selection control using switch statements with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that implement selection control using switch statements. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2215		TASK: Write and compile algorithms to accurately control the repeated execution of a block of statements	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2214 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to loops and iterative processing, the student will be able to write and compile algorithms to accurately control the repeated execution of a block of statements with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write and compile algorithms to accurately control the repeated execution of a block of statements. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2216		TASK: Implement and control a loop with a user confirmation or sentinel values	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2215 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to loops and iterative processing, the student will be able to implement and control a loop with a user confirmation or sentinel values with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that implement and control a loop with a user confirmation or sentinel values. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2217		TASK: Write various loops using 'while', 'do-while', and 'for' statements	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2216 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to loops and iterative processing, the student will be able to write various loops using 'while', 'do-while', and 'for' statements with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write various loops using 'while', 'do-while', and 'for' statements. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2218		TASK: Process and manage large input from a file using a loop	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2217 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to loops and iterative processing, the student will be able to process and manage large input from a file using a loop with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that process and manage large input from a file using a loop. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2219		TASK: Examine and trace nested loops	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2218 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to loops and iterative processing, the student will be able to examine and trace nested loops with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that examine and trace nested loops. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2220		TASK: Assemble a library of programmer defined functions for the purpose of modular algorithm development	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2219 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to basic functions, the student will be able to assemble a library of programmer defined functions for the purpose of modular algorithm development with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that assemble a library of programmer defined functions for the purpose of modular algorithm development. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2221		TASK: Define functions that return a value and 'void' functions	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2220 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to basic functions, the student will be able to define functions that return a value and 'void' functions with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define functions that return a value and 'void' functions. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2222		TASK: Declare & invoke functions with arguments as well as function overloading	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2221 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to basic functions, the student will be able to declare & invoke functions with arguments as well as function overloading with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that declare & invoke functions with arguments as well as function overloading. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2223		TASK: Implement function prototypes for function headers	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2222 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to basic functions, the student will be able to implement function prototypes for function headers with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that implement function prototypes for function headers. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2224		TASK: Create header files in order to reuse functions	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2223 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to basic functions, the student will be able to create header files in order to reuse functions with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create header files in order to reuse functions. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2225		TASK: Design algorithms using function abstraction and step-wise refinement	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2224 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to advanced function features, the student will be able to design algorithms using function abstraction and step-wise refinement with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that design algorithms using function abstraction and step-wise refinement. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2226		TASK: Pass arguments to a function by value and by reference	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2225 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to advanced function features, the student will be able to pass arguments to a function by value and by reference with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that pass arguments to a function by value and by reference. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2227		TASK: Differentiate between pass-by-value and pass-by-reference	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2226 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to advanced function features, the student will be able to differentiate between pass-by-value and pass-by-reference with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that differentiate between pass-by-value and pass-by-reference. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2228		TASK: Determine the scope of local and global variables	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2227 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to advanced function features, the student will be able to determine the scope of local and global variables with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that determine the scope of local and global variables. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2229		TASK: Create functions with default arguments	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2228 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to advanced function features, the student will be able to create functions with default arguments with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create functions with default arguments. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2230		TASK: Create a linear and sequential data structure or array(s) capable of storing a large number of values within an algorithm(s)	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2229 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a fundamental review of linear arrays, the student will be able to create a linear and sequential data structure or array(s) capable of storing a large number of values within an algorithm(s) with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create a linear and sequential data structure or array(s) capable of storing a large number of values within an algorithm(s). Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2231		TASK: Declare an array within an algorithm(s) and describe the necessity while programming	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2230 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a fundamental review of linear arrays, the student will be able to declare an array within an algorithm(s) and describe the necessity while programming with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that declare an array within an algorithm(s) and describe the necessity while programming. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2232		TASK: Initialize and index (via coding) individual elements within an array	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2231 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a fundamental review of linear arrays, the student will be able to initialize and index (via coding) individual elements within an array with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that initialize and index (via coding) individual elements within an array. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2233		TASK: Develop and invoke functions with array arguments	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2232 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a fundamental review of linear arrays, the student will be able to develop and invoke functions with array arguments with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that develop and invoke functions with array arguments. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2234		TASK: Search and sort array elements	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2233 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a fundamental review of linear arrays, the student will be able to search and sort array elements with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that search and sort array elements. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2235		TASK: Create multidimensional arrays (tables, cubes, ...) capable of storing a large number of values within an algorithm(s)	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2234 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a fundamental analysis of multidimensional arrays, the student will be able to create multidimensional arrays (tables, cubes, ...) capable of storing a large number of values within an algorithm(s) with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create multidimensional arrays (tables, cubes, ...) capable of storing a large number of values within an algorithm(s). Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2236		TASK: Declare, initialize, and access elements within a two-dimensional array	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2235 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a fundamental analysis of multidimensional arrays, the student will be able to declare, initialize, and access elements within a two-dimensional array with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that declare, initialize, and access elements within a two-dimensional array. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2237		TASK: Trace index variables within a loop and nested loop(s) as elements are referenced in a multidimensional array	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2236 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a fundamental analysis of multidimensional arrays, the student will be able to trace index variables within a loop and nested loop(s) as elements are referenced in a multidimensional array with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that trace index variables within a loop and nested loop(s) as elements are referenced in a multidimensional array. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2238		TASK: Pass two-dimensional arrays to functions	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2237 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a fundamental analysis of multidimensional arrays, the student will be able to pass two-dimensional arrays to functions with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that pass two-dimensional arrays to functions. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2239		TASK: Declare multidimensional arrays	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2238 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a fundamental analysis of multidimensional arrays, the student will be able to declare multidimensional arrays with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that declare multidimensional arrays. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2240		TASK: Read & write data from variables and arrays (or from RAM) to a file	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2239 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture or demonstration of file input and output, the student will be able to read & write data from variables and arrays (or from RAM) to a file with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that read & write data from variables and arrays (or from RAM) to a file. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2241		TASK: Determine if a file exists	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2240 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture or demonstration of file input and output, the student will be able to determine if a file exists with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that determine if a file exists. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2242		TASK: Test for the end of file marker	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2241 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture or demonstration of file input and output, the student will be able to test for the end of file marker with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that test for the end of file marker. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2243		TASK: Write data in a specific format	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2242 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture or demonstration of file input and output, the student will be able to write data in a specific format with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write data in a specific format. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2244		TASK: Open a binary file for modification	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2243 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture or demonstration of file input and output, the student will be able to open a binary file for modification with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that open a binary file for modification. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2245		TASK: Research then design data structures and flow of control required for implementing a substantial programming project	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2244 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to research then design data structures and flow of control required for implementing a substantial programming project with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that research then design data structures and flow of control required for implementing a substantial programming project. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2250		TASK: Demonstrate program analysis and design	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2249 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate program analysis and design with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate program analysis and design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2251		TASK: List the steps in a program development cycle	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2250 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list the steps in a program development cycle with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list the steps in a program development cycle. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2252		TASK: Interpret a problem statement and identify program requirements	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2251 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to interpret a problem statement and identify program requirements with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that interpret a problem statement and identify program requirements. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2253		TASK: Use pseudo-code or a graphical representation to show the structure of a program or module	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2252 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use pseudo-code or a graphical representation to show the structure of a program or module with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use pseudo-code or a graphical representation to show the structure of a program or module. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2254		TASK: Determine input and output	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2253 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to determine input and output with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that determine input and output. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2255		TASK: Establish how input will be obtained	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2254 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to establish how input will be obtained with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that establish how input will be obtained. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2256		TASK: Plan format for output	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2255 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to plan format for output with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that plan format for output. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2257		TASK: Choose appropriate data structures	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2256 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to choose appropriate data structures with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that choose appropriate data structures. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2258		TASK: Select or create algorithms to solve problems with a computer program	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2257 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to select or create algorithms to solve problems with a computer program with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that select or create algorithms to solve problems with a computer program. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2259		TASK: Use stepwise refinement to improve design	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2258 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use stepwise refinement to improve design with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use stepwise refinement to improve design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2260		TASK: Develop a testing plan	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2259 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to develop a testing plan with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that develop a testing plan. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2261		TASK: Write documentation	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2200 to 2260 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to write documentation with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that write documentation. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
2300		TASK: Use an editor to create and verify algorithms	Prerequisite Tasks: Individually practiced tasks from 2101 to 2145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to use an editor to create and verify algorithms with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that use an editor to create and verify algorithms. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2301		TASK: Enter and modify code using an IDE or text editor	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 2300. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to enter and modify code using an IDE or text editor with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that enter and modify code using an IDE or text editor. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2302		TASK: Compile and execute algorithms	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 and 2301. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to compile and execute algorithms with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that compile and execute algorithms. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2303		TASK: Correct syntax errors	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 to 2302 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to correct syntax errors with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that correct syntax errors. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2304		TASK: Follow established documentation standards	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 to 2303 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to follow established documentation standards with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that follow established documentation standards. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2305		TASK: Use recognized conventions for naming identifiers and formatting code	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 to 2304 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use recognized conventions for naming identifiers and formatting code with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use recognized conventions for naming identifiers and formatting code. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2306		TASK: Employ debugging strategies to eliminate errors	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 to 2305 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to employ debugging strategies to eliminate errors with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that employ debugging strategies to eliminate errors. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2307		TASK: Access program and language documentation	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 to 2306 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to access program and language documentation with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that access program and language documentation. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2310		TASK: Test and debug to verify program operation	Prerequisite Tasks: Completed more than five (5) hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 to 2309 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to test and debug to verify program operation with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that test and debug to verify program operation. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2311		TASK: Test individual program modules	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 to 2310 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to test individual program modules with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that test individual program modules. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2312		TASK: Identify boundary cases and generate appropriate test data	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 to 2311 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify boundary cases and generate appropriate test data with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify boundary cases and generate appropriate test data. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2313		TASK: Preform integration testing including tests within a program to protect execution from bad input or other run-time errors	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 to 2312 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to preform integration testing including tests within a program to protect execution from bad input or other run-time errors with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that preform integration testing including tests within a program to protect execution from bad input or other run-time errors. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2314		TASK: Categorize, identify, and correct errors in code (syntax, logic, and run-time)	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 to 2313 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to categorize, identify, and correct errors in code (syntax, logic, and run-time) with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that categorize, identify, and correct errors in code (syntax, logic, and run-time). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2315		TASK: Hand-trace code	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2300 to 2314 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to hand-trace code with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that hand-trace code. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
2400		TASK: Write code to perform arithmetic calculations	Prerequisite Tasks: Individually practiced tasks from 2101 to 2145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to write code to perform arithmetic calculations with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write code to perform arithmetic calculations. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2401		TASK: Identify and use arithmetic operators correctly applying the order of operations	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 2400. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to identify and use arithmetic operators correctly applying the order of operations with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that identify and use arithmetic operators correctly applying the order of operations. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2402		TASK: Interpret and construct mathematical formulas	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2400 and 2401. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to interpret and construct mathematical formulas with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that interpret and construct mathematical formulas. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2403		TASK: Distinguish between integers and real numbers	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2400 to 2402 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to distinguish between integers and real numbers with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that distinguish between integers and real numbers. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2404		TASK: Increment and decrement variables	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2400 to 2403 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to increment and decrement variables with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that increment and decrement variables. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2410		TASK: Employ modularity in writing programs	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2400 to 2409 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to employ modularity in writing programs with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that employ modularity in writing programs. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2411		TASK: Call standard library functions	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2400 to 2410 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to call standard library functions with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that call standard library functions. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2412		TASK: Utilize parameters to pass data into program modules	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2400 to 2411 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to utilize parameters to pass data into program modules with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that utilize parameters to pass data into program modules. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2413		TASK: Outline the scope of identifiers within a program and its modules	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2400 to 2412 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to outline the scope of identifiers within a program and its modules with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that outline the scope of identifiers within a program and its modules. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2414		TASK: Code modules based on a top-down design	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2400 to 2413 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to code modules based on a top-down design with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that code modules based on a top-down design. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2415		TASK: Write and use modules that return values	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2400 to 2414 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to write and use modules that return values with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that write and use modules that return values. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
2500		TASK: Write code using conditional structures	Prerequisite Tasks: Individually practiced tasks from 2101 to 2145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to write code using conditional structures with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write code using conditional structures. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2501		TASK: Compare values using relational operators (equal, less than, greater than, ...)	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 2500. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare values using relational operators (equal, less than, greater than, ...) with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare values using relational operators (equal, less than, greater than, ...). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2502		TASK: Form complex expressions using logical operators (and, or, not)	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2500 and 2501. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to form complex expressions using logical operators (and, or, not) with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that form complex expressions using logical operators (and, or, not). Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2503		TASK: Evaluate boolean expressions	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2500 to 2502 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to evaluate boolean expressions with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate boolean expressions. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2504		TASK: Select an appropriate decision structure for a given situation	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2500 to 2503 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to select an appropriate decision structure for a given situation with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that select an appropriate decision structure for a given situation. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2505		TASK: Construct decision/branch statements	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2500 to 2504 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to construct decision/branch statements with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that construct decision/branch statements. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2506		TASK: Use nested decision structures in programs	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2500 to 2505 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use nested decision structures in programs with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use nested decision structures in programs. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2507		TASK: Implement multiple-choice decision statements (if/else, switch, case)	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2500 to 2506 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to implement multiple-choice decision statements (if/else, switch, case) with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that implement multiple-choice decision statements (if/else, switch, case). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
2600		TASK: Utilize repetition structures	Prerequisite Tasks: Individually practiced tasks from 2101 to 2145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to utilize repetition structures with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that utilize repetition structures. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2601		TASK: Identify various types of repetition structures	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 2600. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify various types of repetition structures with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify various types of repetition structures. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2602		TASK: Describe the role of a loop control variable	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2600 and 2601. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the role of a loop control variable with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the role of a loop control variable. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2603		TASK: Explain causes and effects of infinite loops	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2600 to 2602 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain causes and effects of infinite loops with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain causes and effects of infinite loops. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2604		TASK: Select an appropriate repetition structure for a given situation	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2600 to 2603 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to select an appropriate repetition structure for a given situation with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that select an appropriate repetition structure for a given situation. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2605		TASK: Use repetition to count and produce totals	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2600 to 2604 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use repetition to count and produce totals with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use repetition to count and produce totals. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2606		TASK: Design and implement nested loops	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2600 to 2605 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to design and implement nested loops with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that design and implement nested loops. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2607		TASK: Create and evaluate a recursive process	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2600 to 2606 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create and evaluate a recursive process with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create and evaluate a recursive process. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
2700		TASK: Create algorithms employing basic data structures	Prerequisite Tasks: Individually practiced tasks from 2101 to 2145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create algorithms employing basic data structures with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create algorithms employing basic data structures. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2701		TASK: Declare numeric, boolean, character, and string data types	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 2700. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to declare numeric, boolean, character, and string data types with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that declare numeric, boolean, character, and string data types. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2702		TASK: Choose the appropriate data type for a given situation	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 and 2701. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to choose the appropriate data type for a given situation with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that choose the appropriate data type for a given situation. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2703		TASK: Declare and use constants in a program	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2702 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to declare and use constants in a program with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that declare and use constants in a program. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2704		TASK: Write assignment statements for initializing and modifying variables	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2703 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to write assignment statements for initializing and modifying variables with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write assignment statements for initializing and modifying variables. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2705		TASK: Recognize numerical limits of primitive data types	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2704 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to recognize numerical limits of primitive data types with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that recognize numerical limits of primitive data types. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2706		TASK: Perform manual operations on strings such as concatenation and length	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2705 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to perform manual operations on strings such as concatenation and length with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that perform manual operations on strings such as concatenation and length. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2710		TASK: Implement arrays in programs	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2709 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to implement arrays in programs with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that implement arrays in programs. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2711		TASK: Declare and initialize arrays of simple data types	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2710 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to declare and initialize arrays of simple data types with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that declare and initialize arrays of simple data types. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2712		TASK: Declare and use arrays of user-defined data types	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2711 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to declare and use arrays of user-defined data types with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that declare and use arrays of user-defined data types. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2713		TASK: Access elements within an array	Prerequisite Tasks: Completed several hours of study within the computer science and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2712 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), and Network & Computer Systems Administrators/Trainees (SOC 15-1142)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science and information technology disciplines (respectively), the student will be able to access elements within an array with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the Institute of Electrical and Electronics Engineers (IEEE or school policy). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that access elements within an array. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2714		TASK: Manipulate data stored in an array	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2713 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to manipulate data stored in an array with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that manipulate data stored in an array. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2715		TASK: Search and sort data in an array	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2714 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to search and sort data in an array with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that search and sort data in an array. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2716		TASK: Define and use two-dimensional arrays	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2715 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to define and use two-dimensional arrays with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that define and use two-dimensional arrays. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2720		TASK: Declare and use dynamic data structures in programs	Prerequisite Tasks: Completed more than five (5) hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2719 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to declare and use dynamic data structures in programs with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that declare and use dynamic data structures in programs. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2721		TASK: Select an appropriate data structure for a given situation such as an array, a linked-list, a stack, a queue, a binary tree, ...	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2720 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to select an appropriate data structure for a given situation such as an array, a linked-list, a stack, a queue, a binary tree, ... with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that select an appropriate data structure for a given situation such as an array, a linked-list, a stack, a queue, a binary tree, .... Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2722		TASK: Insert into and delete data from a dynamic data structure	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2721 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to insert into and delete data from a dynamic data structure with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that insert into and delete data from a dynamic data structure. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2723		TASK: Perform traversals on a dynamic data structure	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2700 to 2722 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to perform traversals on a dynamic data structure with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that perform traversals on a dynamic data structure. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
2800		TASK: Identify methods to input and output information	Prerequisite Tasks: Individually practiced tasks from 2101 to 2145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify methods to input and output information with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify methods to input and output information. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2801		TASK: Provide user with means to input data such as the console or a GUI	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 2800. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to provide user with means to input data such as the console or a GUI with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that provide user with means to input data such as the console or a GUI. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2802		TASK: Use input/output statements in a program	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2800 and 2801. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use input/output statements in a program with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use input/output statements in a program. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2803		TASK: Assign input to variables	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2800 to 2802 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to assign input to variables with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that assign input to variables. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2804		TASK: Output text with formatting	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2800 to 2803 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to output text with formatting with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that output text with formatting. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2805		TASK: Use graphics to create images at specified locations	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2800 to 2804 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use graphics to create images at specified locations with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use graphics to create images at specified locations. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2810		TASK: Use external data sources within a program	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2800 to 2809 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use external data sources within a program with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use external data sources within a program. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2811		TASK: Input data from a sequential file or database	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2800 to 2810 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to input data from a sequential file or database with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that input data from a sequential file or database. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2812		TASK: Write output to a sequential file or database	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2800 to 2811 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to write output to a sequential file or database with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write output to a sequential file or database. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2813		TASK: Add data to an existing file	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2800 to 2812 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to add data to an existing file with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that add data to an existing file. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2814		TASK: Write code to update files or database tables	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2800 to 2813 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to write code to update files or database tables with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write code to update files or database tables. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
2900		TASK: Employ object-oriented programming techniques	Prerequisite Tasks: Individually practiced tasks from 2101 to 2145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to employ object-oriented programming techniques with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that employ object-oriented programming techniques. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com.
2901		TASK: Make a distinction between an object and a class	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 2900. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to make a distinction between an object and a class with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that make a distinction between an object and a class. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2902		TASK: Describe relationships between classes such as an is-a or has-a	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2900 and 2901. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe relationships between classes such as an is-a or has-a with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe relationships between classes such as an is-a or has-a. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/
2903		TASK: Instantiate objects from existing classes	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2900 to 2902 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to instantiate objects from existing classes with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that instantiate objects from existing classes. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2904		TASK: Write appropriate statements to invoke an object's accessor methods	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2900 to 2903 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to write appropriate statements to invoke an object's accessor methods with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that write appropriate statements to invoke an object's accessor methods. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2905		TASK: Change the state of an object by invoking a modifier method	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2900 to 2904 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to change the state of an object by invoking a modifier method with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that change the state of an object by invoking a modifier method. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2906		TASK: Determine requirements for constructing new objects by reading the API	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2900 to 2905 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to determine requirements for constructing new objects by reading the API with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that determine requirements for constructing new objects by reading the API. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2907		TASK: Design a class	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2900 to 2906 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a written project description, the student will be able to design a class with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that design a class. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2908		TASK: Write a class definition for an original user defined class	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2900 to 2907 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to write a class definition for an original user defined class with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write a class definition for an original user defined class. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.
2909		TASK: Write a definition for a class that extends an existing class	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2900 to 2908 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to write a definition for a class that extends an existing class with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that write a definition for a class that extends an existing class. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website.
2910		TASK: Write a client program that includes user-defined objects	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 2900 to 2909 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to write a client program that includes user-defined objects with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Computer Programming") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Karel The Robot: A Gentle Introduction to the Art of Programming (Primer, ISBN-13: 978-0471597254); Teach Yourself Programming in Ten Years (Level 1, Free Online); Fundamentals of C++: Introductory Course (Level 1, ISBN-13: 978-0538695596); Computer Science: A Structured Approach Using C++ (Levels 1 & 2, ISBN-13: 978-0534374808); Starting Out with Java: From Control Structures through Data Structures (Level 2, ISBN-13: 978-0136080206); Starting Out with C++: From Control Structures through Objects (Level 3, ISBN-13: 978-0321545886); Introduction to Programming with C++ (Level 3, ISBN-13: 978-0-13-611014-9); Assembly Language for x86 Processors, Sixth Edition (NOOK Study eTextbook) (Level 4, ISBN-13: 978-0136022121); Beginning Game Programming (Supplement, ISBN-13: 978-0672326592); Game Coding Complete (Supplement, ISBN-13: 978-1584506805); Killer Game Programming in Java (Supplement, ISBN-13: 978-0596007300). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write a client program that includes user-defined objects. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
3100		TASK: Develop a basic website	Prerequisite Tasks: Completed more than 270 hours of study within the computer science discipline relating to this major task. Student individually documented evidence of prior research including interdisciplinary research projects. Successfully completed all teacher assignments and projects including the benchmark tasks from 3101 to 3145 inclusive. Additional tasks will apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to web programming, the student will be able to develop a basic website with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that develop a basic website. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3101		TASK: Identify various browser buttons and drop-down menus	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 3100. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a computer and a common web browser, the student will be able to identify various browser buttons and drop-down menus with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify various browser buttons and drop-down menus. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3102		TASK: Define basic search engine fundamentals	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 and 3101. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a computer and a common web browser with a connection to the Internet, the student will be able to define basic search engine fundamentals with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define basic search engine fundamentals. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3103		TASK: Refine basic search parameters	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3102 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a computer and a common web browser with a connection to the Internet, the student will be able to refine basic search parameters with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that refine basic search parameters. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3104		TASK: Evaluate basic web sites	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3103 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a computer and a common web browser with a connection to the Internet, the student will be able to evaluate basic web sites with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate basic web sites. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3105		TASK: Identify security on the Internet	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3104 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify security on the Internet with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify security on the Internet. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3106		TASK: List fundamental human-computer interaction (HCI) concepts	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3105 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list fundamental human-computer interaction (HCI) concepts with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list fundamental human-computer interaction (HCI) concepts. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3107		TASK: Identify elements of user-friendly web sites	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3106 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify elements of user-friendly web sites with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify elements of user-friendly web sites. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3108		TASK: Create an essential web script framework	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3107 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a computer, a common text editor, and a web browser, the student will be able to create an essential web script framework with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create an essential web script framework. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3109		TASK: Design a user-friendly web site	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3108 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a large sheet of paper and color markers, the student will be able to design a user-friendly web site with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that design a user-friendly web site. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3110		TASK: Create a user-friendly web page(s)	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3109 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create a user-friendly web page(s) with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create a user-friendly web page(s). Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3111		TASK: Identify elements of user-friendly software	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3110 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify elements of user-friendly software with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify elements of user-friendly software. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3112		TASK: Design a user-interface for a program	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3111 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), and Computer and Information Systems Managers/Trainees (SOC 11-3021)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to design a user-interface for a program with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that design a user-interface for a program. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3113		TASK: Document techniques implemented on a web site	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3112 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to document techniques implemented on a web site with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that document techniques implemented on a web site. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3114		TASK: Demonstrate correct use of terminology in web development	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3113 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate correct use of terminology in web development with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate correct use of terminology in web development. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3115		TASK: Verbally explain the characteristics of a good web site	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3114 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), and Computer and Information Systems Managers/Trainees (SOC 11-3021)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to verbally explain the characteristics of a good web site with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that verbally explain the characteristics of a good web site. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3116		TASK: List the characteristics of a good web site	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3115 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list the characteristics of a good web site with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list the characteristics of a good web site. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3117		TASK: Reveal the HTML code page source	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3116 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a common web browser and a random online web page(s), the student will be able to reveal the HTML code page source with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that reveal the HTML code page source. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3118		TASK: Identify the document type definition (or DTD) in use	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3117 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a common web browser and a random online web page(s), the student will be able to identify the document type definition (or DTD) in use with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify the document type definition (or DTD) in use. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3119		TASK: Define all attributes and elements as presented	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3118 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a standard DTD as transitional or strict, the student will be able to define all attributes and elements as presented with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define all attributes and elements as presented. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3120		TASK: Underline the HTML skeleton	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3119 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a random web page and corresponding HTML code source, the student will be able to underline the HTML skeleton with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that underline the HTML skeleton. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3121		TASK: Examine the relationship of commands within HTML and XHTML as presented	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3120 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a several valid web page code sources, the student will be able to examine the relationship of commands within HTML and XHTML as presented with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that examine the relationship of commands within HTML and XHTML as presented. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3122		TASK: Use HTML and XHTML tags	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3121 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use HTML and XHTML tags with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use HTML and XHTML tags. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3123		TASK: Read styles and markup within HTML	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3122 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to read styles and markup within HTML with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that read styles and markup within HTML. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3124		TASK: Create a web page from a storyboard design	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3123 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create a web page from a storyboard design with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create a web page from a storyboard design. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3125		TASK: Publish a web site locally	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3124 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to publish a web site locally with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that publish a web site locally. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3126		TASK: Evaluate and proof a web site	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3125 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to evaluate and proof a web site with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate and proof a web site. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3127		TASK: Research user interactivity	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3126 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to research user interactivity with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that research user interactivity. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3128		TASK: Use various web development tools	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3127 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use various web development tools with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use various web development tools. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3129		TASK: Correct all syntax errors within the related code using a transitional evaluation	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3128 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a free online HTML validation service from W3C, the student will be able to correct all syntax errors within the related code using a transitional evaluation with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that correct all syntax errors within the related code using a transitional evaluation. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3130		TASK: Correct all syntax errors within the related code using a strict evaluation	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3129 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a free online XHTML validation service from W3C, the student will be able to correct all syntax errors within the related code using a strict evaluation with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that correct all syntax errors within the related code using a strict evaluation. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3131		TASK: Develop HTML/CSS web pages/sites	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3130 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to develop HTML/CSS web pages/sites with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that develop HTML/CSS web pages/sites. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3132		TASK: Evaluate web sites for functionality	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3131 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to evaluate web sites for functionality with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate web sites for functionality. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3133		TASK: Correct all syntax errors within the related code using a HTML 5 document type evaluation	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3132 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a free online CSS validation service from W3C, the student will be able to correct all syntax errors within the related code using a HTML 5 document type evaluation with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that correct all syntax errors within the related code using a HTML 5 document type evaluation. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3134		TASK: Create background watermarks for readability	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3133 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create background watermarks for readability with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create background watermarks for readability. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3135		TASK: Criticize the graphical user interface	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3134 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an online HTML form, the student will be able to criticize the graphical user interface with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that criticize the graphical user interface. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3136		TASK: Describe and discuss the form re-entry method used	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3135 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an online HTML form, the student will be able to describe and discuss the form re-entry method used with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe and discuss the form re-entry method used. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3137		TASK: Analyze various data input filters implemented	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3136 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an online HTML form and corresponding graphical user interface(s), the student will be able to analyze various data input filters implemented with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that analyze various data input filters implemented. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3138		TASK: Recognize effective user interfaces for data collection	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3137 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a form re-entry scenario and working code examples, the student will be able to recognize effective user interfaces for data collection with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that recognize effective user interfaces for data collection. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3139		TASK: Write a program that validates and preserves the integrity of user input/data	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3138 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a basic PHP/HTML form example, the student will be able to write a program that validates and preserves the integrity of user input/data with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write a program that validates and preserves the integrity of user input/data. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3140		TASK: Evaluate and rank the effectiveness of a web site	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3139 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to evaluate and rank the effectiveness of a web site with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate and rank the effectiveness of a web site. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3141		TASK: Develop PHP/MySQL templates for web sites	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3140 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to develop PHP/MySQL templates for web sites with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that develop PHP/MySQL templates for web sites. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3142		TASK: Improve upon all web-code examples presented	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3141 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to improve upon all web-code examples presented with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that improve upon all web-code examples presented. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3143		TASK: Design a functional web site application	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3142 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a sample of a PHP/MySQL program and a brief project description, the student will be able to design a functional web site application with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that design a functional web site application. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3144		TASK: Write a program supporting a research project	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3143 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given an introduction to PHP/MySQL and several online sources, the student will be able to write a program supporting a research project with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that write a program supporting a research project. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3145		TASK: Successfully complete a major web development research project	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3100 to 3144 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to successfully complete a major web development research project with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that successfully complete a major web development research project. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3810		TASK: Determine and manage issues that affect internet site functionality	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3809 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to determine and manage issues that affect internet site functionality with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that determine and manage issues that affect internet site functionality. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3811		TASK: Evaluate performance issues including bandwidth, Internet connection types, pages taking to long to load, and resolution of graphic files	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3810 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to evaluate performance issues including bandwidth, Internet connection types, pages taking to long to load, and resolution of graphic files with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that evaluate performance issues including bandwidth, Internet connection types, pages taking to long to load, and resolution of graphic files. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3812		TASK: Identify and explain security issues including authentication, permissions, and data encryption	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3811 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify and explain security issues including authentication, permissions, and data encryption with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify and explain security issues including authentication, permissions, and data encryption. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3813		TASK: Describe and contrast various types of caching	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3812 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe and contrast various types of caching with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe and contrast various types of caching. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3820		TASK: Utilize different types of search indexes	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3819 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to utilize different types of search indexes with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that utilize different types of search indexes. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3821		TASK: Index a site for a search	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3820 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to index a site for a search with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that index a site for a search. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3822		TASK: Use Internet and Intranet search engines	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3821 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use Internet and Intranet search engines with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use Internet and Intranet search engines. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3823		TASK: Compare and contrast differences between search engines and directories	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3822 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare and contrast differences between search engines and directories with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare and contrast differences between search engines and directories. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3824		TASK: Explain Meta search engines	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3823 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain Meta search engines with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain Meta search engines. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3825		TASK: Explain Spider search engines	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3824 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain Spider search engines with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain Spider search engines. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3830		TASK: Outline the infrastructure needed to support an internet client	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3829 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to outline the infrastructure needed to support an internet client with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that outline the infrastructure needed to support an internet client. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3831		TASK: Demonstrate knowledge of client operating systems and web server platforms	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3830 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate knowledge of client operating systems and web server platforms with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate knowledge of client operating systems and web server platforms. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3832		TASK: Explain the importance of operating systems and web server platforms	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3831 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the importance of operating systems and web server platforms with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the importance of operating systems and web server platforms. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3833		TASK: Define the significance of network connections, web browsers, email clients, hardware platforms, DHCP, and client software configurations	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3832 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define the significance of network connections, web browsers, email clients, hardware platforms, DHCP, and client software configurations with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define the significance of network connections, web browsers, email clients, hardware platforms, DHCP, and client software configurations. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3840		TASK: Configure web browsers and other Internet/Intranet clients	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3839 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to configure web browsers and other Internet/Intranet clients with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that configure web browsers and other Internet/Intranet clients. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3841		TASK: Configure web browsers, secure FTP clients, SSH/Telnet clients, Email client, and universal clients	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3840 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to configure web browsers, secure FTP clients, SSH/Telnet clients, Email client, and universal clients with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that configure web browsers, secure FTP clients, SSH/Telnet clients, Email client, and universal clients. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3842		TASK: Identify and explain the most appropriate time to use secure FTP clients, SSH/Telnet clients, Email client, and universal clients	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3841 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify and explain the most appropriate time to use secure FTP clients, SSH/Telnet clients, Email client, and universal clients with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify and explain the most appropriate time to use secure FTP clients, SSH/Telnet clients, Email client, and universal clients. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3843		TASK: Illustrate the correct use of the basic commands for secure FTP clients, SSH/Telnet clients, Email client, and universal clients	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3842 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to illustrate the correct use of the basic commands for secure FTP clients, SSH/Telnet clients, Email client, and universal clients with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that illustrate the correct use of the basic commands for secure FTP clients, SSH/Telnet clients, Email client, and universal clients. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3850		TASK: Administer Internet/Intranet sites	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3849 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to administer Internet/Intranet sites with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that administer Internet/Intranet sites. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3851		TASK: Reset passwords	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3850 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to reset passwords with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that reset passwords. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3852		TASK: Configure user permissions	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3851 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to configure user permissions with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that configure user permissions. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3853		TASK: Post content to a server	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3852 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to post content to a server with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that post content to a server. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3860		TASK: Differentiate between popular client-side and server side programming languages and terms	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3859 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to differentiate between popular client-side and server side programming languages and terms with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that differentiate between popular client-side and server side programming languages and terms. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3861		TASK: Explain when to use languages such as Java, JavaScript, XML, ASP, XSL, DTD, JSP, Perl, PHP	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3860 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain when to use languages such as Java, JavaScript, XML, ASP, XSL, DTD, JSP, Perl, PHP with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain when to use languages such as Java, JavaScript, XML, ASP, XSL, DTD, JSP, Perl, PHP. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3862		TASK: Indicate when languages are executed	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3861 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to indicate when languages are executed with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that indicate when languages are executed. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3863		TASK: Explain API, CGI script, SQL, client-side scripting, and server-side scripting	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3862 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain API, CGI script, SQL, client-side scripting, and server-side scripting with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain API, CGI script, SQL, client-side scripting, and server-side scripting. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3870		TASK: Create HTML pages using a standard text editor	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3869 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create HTML pages using a standard text editor with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create HTML pages using a standard text editor. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3871		TASK: Originate the code for simple tables, headings, and forms	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3870 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to originate the code for simple tables, headings, and forms with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that originate the code for simple tables, headings, and forms. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3872		TASK: Explain the importance of page compatibility between browsers	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3871 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the importance of page compatibility between browsers with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the importance of page compatibility between browsers. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3873		TASK: Explain the importance of creating cross-browser coding in HTML tier models	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3872 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the importance of creating cross-browser coding in HTML tier models with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the importance of creating cross-browser coding in HTML tier models. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3874		TASK: Create Cascading Style Sheets (CSS), Extensible Stylesheet Language, DHTML, XHTML code	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3873 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create Cascading Style Sheets (CSS), Extensible Stylesheet Language, DHTML, XHTML code with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create Cascading Style Sheets (CSS), Extensible Stylesheet Language, DHTML, XHTML code. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3875		TASK: Demonstrate knowledge of page layout principles in design of pages	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3874 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate knowledge of page layout principles in design of pages with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate knowledge of page layout principles in design of pages. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3876		TASK: Code Meta-Tags properly	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3875 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to code Meta-Tags properly with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that code Meta-Tags properly. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3880		TASK: Identify when to use various multimedia extensions, plug-ins, and multimedia formats	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3879 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify when to use various multimedia extensions, plug-ins, and multimedia formats with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify when to use various multimedia extensions, plug-ins, and multimedia formats. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3881		TASK: Demonstrate the appropriate use of Quick Time, Shockwave, Real-Player, and Windows Media Player in adding multimedia to a website	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3880 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate the appropriate use of Quick Time, Shockwave, Real-Player, and Windows Media Player in adding multimedia to a website with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate the appropriate use of Quick Time, Shockwave, Real-Player, and Windows Media Player in adding multimedia to a website. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3882		TASK: Demonstrate when to use image and file formats such as GIF, JPEG, PNG, PDF, TIFF, BMP, MOV, and AVI	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3881 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to demonstrate when to use image and file formats such as GIF, JPEG, PNG, PDF, TIFF, BMP, MOV, and AVI with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that demonstrate when to use image and file formats such as GIF, JPEG, PNG, PDF, TIFF, BMP, MOV, and AVI. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3890		TASK: Identify and explain common formats used to deliver content and popular tools to connect a web server to a database	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3889 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify and explain common formats used to deliver content and popular tools to connect a web server to a database with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify and explain common formats used to deliver content and popular tools to connect a web server to a database. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3891		TASK: Explain the purpose and correct use of file formats such as XML and WML	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3890 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the purpose and correct use of file formats such as XML and WML with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the purpose and correct use of file formats such as XML and WML. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3892		TASK: Explain the purpose and correct use of tools such as PHP, Perl, ASP, ADBC and JDBC (considering ODBC)	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3800 to 3891 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the purpose and correct use of tools such as PHP, Perl, ASP, ADBC and JDBC (considering ODBC) with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the purpose and correct use of tools such as PHP, Perl, ASP, ADBC and JDBC (considering ODBC). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3910		TASK: Outline the core components of the Internet infrastructure	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3909 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the core components of the Internet infrastructure with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the core components of the Internet infrastructure. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3911		TASK: Identify problems with Internet connectivity from source to destination for various types of servers such as Email, web, secure FTP, news, proxy, caching or DNS	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3910 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify problems with Internet connectivity from source to destination for various types of servers such as Email, web, secure FTP, news, proxy, caching or DNS with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify problems with Internet connectivity from source to destination for various types of servers such as Email, web, secure FTP, news, proxy, caching or DNS. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3912		TASK: Describe the use of Internet domain names and DNS	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3911 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the use of Internet domain names and DNS with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the use of Internet domain names and DNS. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3913		TASK: Describe the capabilities of popular remote access protocols	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3912 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the capabilities of popular remote access protocols with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the capabilities of popular remote access protocols. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3914		TASK: Describe how various protocols or services apply to their function of their corresponding server	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3913 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe how various protocols or services apply to their function of their corresponding server with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe how various protocols or services apply to their function of their corresponding server. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3915		TASK: Identify when to use various diagnostic tools such as Ping or IP-Configuration software for resolving Internet problems	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3914 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify when to use various diagnostic tools such as Ping or IP-Configuration software for resolving Internet problems with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify when to use various diagnostic tools such as Ping or IP-Configuration software for resolving Internet problems. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3916		TASK: Create a logic diagram and explain each of the Internet components from the client to the server	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3915 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create a logic diagram and explain each of the Internet components from the client to the server with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create a logic diagram and explain each of the Internet components from the client to the server. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3920		TASK: Assess and describe various Internet security concepts	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3919 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to assess and describe various Internet security concepts with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that assess and describe various Internet security concepts. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3921		TASK: Explain concepts such as access control, authentication, encryption, secure socket layers, access security tools, auditing, and secure electronic transactions	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3920 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain concepts such as access control, authentication, encryption, secure socket layers, access security tools, auditing, and secure electronic transactions with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain concepts such as access control, authentication, encryption, secure socket layers, access security tools, auditing, and secure electronic transactions. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3922		TASK: Discriminate between normal and suspicious network activities such as multiple log-in attempts	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3921 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to discriminate between normal and suspicious network activities such as multiple log-in attempts with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that discriminate between normal and suspicious network activities such as multiple log-in attempts. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3923		TASK: Choose between various methods for intrusion detection	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3922 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to choose between various methods for intrusion detection with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that choose between various methods for intrusion detection. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3924		TASK: Describe the proper instances to use anti-virus software for server, client, and network protection	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3923 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the proper instances to use anti-virus software for server, client, and network protection with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the proper instances to use anti-virus software for server, client, and network protection. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3925		TASK: Describe how firewalls are used to protect private networks	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3924 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe how firewalls are used to protect private networks with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe how firewalls are used to protect private networks. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3927		TASK: Interpret various authentication/encryption technologies	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3926 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to interpret various authentication/encryption technologies with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that interpret various authentication/encryption technologies. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3930		TASK: Identify and describe various e-business and e-commerce terms and concepts	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3929 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify and describe various e-business and e-commerce terms and concepts with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify and describe various e-business and e-commerce terms and concepts. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3931		TASK: Compare and contrast Private Network, Intranet, Extranet, and Internet	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3930 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare and contrast Private Network, Intranet, Extranet, and Internet with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare and contrast Private Network, Intranet, Extranet, and Internet. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3932		TASK: Compose a formal explanation of the current types of e-business models currently being applied	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3931 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to compose a formal explanation of the current types of e-business models currently being applied with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that compose a formal explanation of the current types of e-business models currently being applied. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3933		TASK: Identify key factors, such as geographic location and public relations, relating to strategic marketing considerations as they relate to launching an e-business initiative	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3932 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify key factors, such as geographic location and public relations, relating to strategic marketing considerations as they relate to launching an e-business initiative with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify key factors, such as geographic location and public relations, relating to strategic marketing considerations as they relate to launching an e-business initiative. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.
3934		TASK: Identify key factors, such as intellectual property rights, privacy and jurisdiction, relating to legal and regulatory considerations when planning e-business solutions	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 3900 to 3933 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), and Database Administrators/BCNF Practice (SOC 15-1141)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify key factors, such as intellectual property rights, privacy and jurisdiction, relating to legal and regulatory considerations when planning e-business solutions with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Web Site Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): CIS.TCHS.INFO Website; HTML Goodies 2nd Edition (Level 1, ISBN-13: 978-0789718235); Beyond HTML Goodies by Joe Burns (Level 1, ISBN-13: 978-0789727800); Web Site Design Goodies by Joe Burns (Level 1, ISBN-13: 978-0789724854); HTML-Goodies Website; Don't Make Me Think: A Common Sense Approach to Web Usability, 2nd Edition (Level 2, ISBN-13: 978-0321344755); Rocket Surgery Made Easy: The Do-It-Yourself Guide to Finding and Fixing Usability Problems (Level 2, ISBN-13: 978-0321657299); Head First HTML with CSS & XHTML (Level 2, ISBN-13: 978-0596101978); Teach Yourself Visually Web Design (eTextbook) (Level 2-3, ISBN: 0470881011); Basics of Web Design (NOOK Study eTextbook) (Level 3, ISBN-13: 9780137003389); HTML, XHTML, and CSS: Your visual blueprint for designing effective Web pages (Level 3, ISBN-13: 978-0470274361); JavaScript Goodies by Joe Burns (Level 3, ISBN-13: 978-0789720245); PHP Programming with MySQL: The Web Technology Series 2nd Edition (NOOK Study eTextbook) (Level 3, ISBN-13: 978-0538745840); Head First PHP & MySQL (Level 3 Supplement, ISBN-13: 978-0596006303). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify key factors, such as intellectual property rights, privacy and jurisdiction, relating to legal and regulatory considerations when planning e-business solutions. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Complete all relevant primers and tutorials presented on the HTML Goodies website. Read, review, and reference the W3C Website. Validate scripts as "strict" before publishing with W3C Markup Validation Service. Validate CSS files before publishing with W3C CSS Validation Service. Read and review the W3C Web Accessibility Initiative. Use WAVE web accessibility evaluation tool before submitting any script.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
4100		TASK: Research the foundations of video game development	Prerequisite Tasks: Completed more than 270 hours of study within the computer science discipline relating to this major task. Student individually documented evidence of prior research including interdisciplinary research projects. Successfully completed all teacher assignments and projects including the benchmark tasks from 4101 to 4145 inclusive. Additional tasks will apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to research the foundations of video game development with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that research the foundations of video game development. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4101		TASK: Describe the prerequisites for video game development	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task number: 4100. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the prerequisites for video game development with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the prerequisites for video game development. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4102		TASK: Discuss the history of video games and related programming languages	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 and 4101. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to discuss the history of video games and related programming languages with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss the history of video games and related programming languages. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4110		TASK: Illustrate the evolution of game design	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4109 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to illustrate the evolution of game design with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that illustrate the evolution of game design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4111		TASK: Discuss non-electronic games throughout history	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4110 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to discuss non-electronic games throughout history with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss non-electronic games throughout history. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4112		TASK: Place electronic games on a time line of development	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4111 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to place electronic games on a time line of development with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that place electronic games on a time line of development. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4113		TASK: Describe significant trends in game development over the past twenty years	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4112 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe significant trends in game development over the past twenty years with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe significant trends in game development over the past twenty years. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4114		TASK: Project possible development in new generations of video games	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4113 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to project possible development in new generations of video games with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that project possible development in new generations of video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4115		TASK: Explain how play has been important in developing societies and cultures	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4114 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain how play has been important in developing societies and cultures with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain how play has been important in developing societies and cultures. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4116		TASK: Explain how play helps children and adults gain knowledge	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4115 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain how play helps children and adults gain knowledge with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain how play helps children and adults gain knowledge. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4117		TASK: Discuss how violence in video games affects children and adults	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4116 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to discuss how violence in video games affects children and adults with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss how violence in video games affects children and adults. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4118		TASK: Discuss how video games affect behavior, cognitive development, and motor skills	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4117 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to discuss how video games affect behavior, cognitive development, and motor skills with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss how video games affect behavior, cognitive development, and motor skills. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4119		TASK: Describe how video game content is regulated	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4118 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe how video game content is regulated with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe how video game content is regulated. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4121		TASK: Use terminology appropriate for communication in the video game industry	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4120 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use terminology appropriate for communication in the video game industry with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use terminology appropriate for communication in the video game industry. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4122		TASK: Define terminology used by gamers and online gaming communities	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4121 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define terminology used by gamers and online gaming communities with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define terminology used by gamers and online gaming communities. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4123		TASK: Explain player immersion	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4122 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain player immersion with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain player immersion. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4124		TASK: Describe what factors result in player immersion	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4123 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe what factors result in player immersion with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe what factors result in player immersion. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4125		TASK: Identify factors in current games that result in player immersion	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4124 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify factors in current games that result in player immersion with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify factors in current games that result in player immersion. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4130		TASK: Install and configure Alice and Greenfoot	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4129 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to install and configure Alice and Greenfoot with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that install and configure Alice and Greenfoot. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4140		TASK: Create basic projects in Alice and Greenfoot	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4139 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create basic projects in Alice and Greenfoot with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create basic projects in Alice and Greenfoot. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4150		TASK: Research the sequence of game building and related programming	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4149 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Web Developers/Programmers (SOC 15-1134), Computer Systems Analysts (SOC 15-1121), Information Security Analysts (SOC 15-1122), Database Administrators/BCNF Practice (SOC 15-1141), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to research the sequence of game building and related programming with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards including published standards of the World Wide Web Consortium (W3C). Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that research the sequence of game building and related programming. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4160		TASK: Define the roles and responsibilities of team members on a video game design team	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4159 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to define the roles and responsibilities of team members on a video game design team with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that define the roles and responsibilities of team members on a video game design team. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4161		TASK: Describe the effects of group dynamics and the importance of team building for a video game design team	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4160 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to describe the effects of group dynamics and the importance of team building for a video game design team with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that describe the effects of group dynamics and the importance of team building for a video game design team. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4162		TASK: Discuss methods of communication and scheduling for video game design teams	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4161 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to discuss methods of communication and scheduling for video game design teams with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that discuss methods of communication and scheduling for video game design teams. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4163		TASK: Explain the relationship between development schedule and budget constraints in video game design	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4162 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to explain the relationship between development schedule and budget constraints in video game design with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that explain the relationship between development schedule and budget constraints in video game design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4164		TASK: Use listening, speaking, telecommunication, and nonverbal skills to effectively communicate with supervisors, coworkers, and customers	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4163 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to use listening, speaking, telecommunication, and nonverbal skills to effectively communicate with supervisors, coworkers, and customers with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that use listening, speaking, telecommunication, and nonverbal skills to effectively communicate with supervisors, coworkers, and customers. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4165		TASK: Create written communication appropriate for the video game development industry	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4164 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to create written communication appropriate for the video game development industry with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that create written communication appropriate for the video game development industry. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4166		TASK: Define terminology appropriate for the video game development industry	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4165 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to define terminology appropriate for the video game development industry with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that define terminology appropriate for the video game development industry. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4167		TASK: Solve video game development problems by collaborating with others	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4166 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to solve video game development problems by collaborating with others with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that solve video game development problems by collaborating with others. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4168		TASK: Identify personal strengths and weaknesses related to learning and video game development environments	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4167 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), Computer Science Teachers/Exploratory (SOC 25-1021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify personal strengths and weaknesses related to learning and video game development environments with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify personal strengths and weaknesses related to learning and video game development environments. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4169		TASK: Describe career requirements for a variety of occupations within the game development industry	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4168 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe career requirements for a variety of occupations within the game development industry with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe career requirements for a variety of occupations within the game development industry. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4170		TASK: Discuss computerized entertainment and classification	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4169 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to discuss computerized entertainment and classification with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that discuss computerized entertainment and classification. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4171		TASK: Describe different gaming genres	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4170 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe different gaming genres with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe different gaming genres. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4172		TASK: Define video game terms related to various gaming genres	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4171 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define video game terms related to various gaming genres with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define video game terms related to various gaming genres. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4173		TASK: Discuss the history of radio, movies, television, art, and theater	Prerequisite Tasks: Completed several hours of study within the computer science and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4172 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science and information technology disciplines (respectively), the student will be able to discuss the history of radio, movies, television, art, and theater with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that discuss the history of radio, movies, television, art, and theater. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4174		TASK: Classify different computerized entertainment media	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4173 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to classify different computerized entertainment media with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that classify different computerized entertainment media. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4175		TASK: Categorize different games and toys into appropriate genre and themes	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4174 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to categorize different games and toys into appropriate genre and themes with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that categorize different games and toys into appropriate genre and themes. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4176		TASK: Describe the life cycle of media from experimental to mainstream	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4175 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the life cycle of media from experimental to mainstream with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the life cycle of media from experimental to mainstream. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4177		TASK: Discuss the use and importance of genre classification in game marketing	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4176 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to discuss the use and importance of genre classification in game marketing with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss the use and importance of genre classification in game marketing. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4178		TASK: Identify the unique selling points of various games	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4177 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify the unique selling points of various games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify the unique selling points of various games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4179		TASK: Explain the importance of target marketing as related to the total marketing effort	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4178 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the importance of target marketing as related to the total marketing effort with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the importance of target marketing as related to the total marketing effort. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4180		TASK: Use basic animation to illustrate perspective and scene design	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4179 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to use basic animation to illustrate perspective and scene design with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that use basic animation to illustrate perspective and scene design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4181		TASK: Explain game perspectives	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4180 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain game perspectives with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain game perspectives. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4182		TASK: Describe the elements of a scene	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4181 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the elements of a scene with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the elements of a scene. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4183		TASK: Identify elements used to convey mood and theme	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4182 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify elements used to convey mood and theme with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify elements used to convey mood and theme. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4184		TASK: Explain issues of clarity for scaled computer-generated images	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4183 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain issues of clarity for scaled computer-generated images with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain issues of clarity for scaled computer-generated images. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4185		TASK: Compare and contrast bitmap and vector images	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4184 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare and contrast bitmap and vector images with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare and contrast bitmap and vector images. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4186		TASK: Explain how blitting and double buffering can reduce CPU usage	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4185 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain how blitting and double buffering can reduce CPU usage with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain how blitting and double buffering can reduce CPU usage. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4187		TASK: Describe how to construct 3D models	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4186 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe how to construct 3D models with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe how to construct 3D models. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4188		TASK: Contrast static and active animation	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4187 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to contrast static and active animation with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that contrast static and active animation. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4189		TASK: Define terminology used in artistic creations and computer-generated images	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4188 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define terminology used in artistic creations and computer-generated images with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define terminology used in artistic creations and computer-generated images. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4191		TASK: Create artistic assets for a video game	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4190 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create artistic assets for a video game with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create artistic assets for a video game. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4192		TASK: Summarize how pixel and vertex shading are used to create the illusion of depth	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4100 to 4191 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to summarize how pixel and vertex shading are used to create the illusion of depth with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that summarize how pixel and vertex shading are used to create the illusion of depth. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4210		TASK: Explain collision theory and logic	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4209 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to explain collision theory and logic with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that explain collision theory and logic. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4211		TASK: Use game design software to create a playable video game	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4210 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to use game design software to create a playable video game with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that use game design software to create a playable video game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4212		TASK: Integrate animated objects into a video game	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4211 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to integrate animated objects into a video game with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that integrate animated objects into a video game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4213		TASK: Create sound and music effects in a video game	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4212 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create sound and music effects in a video game with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create sound and music effects in a video game. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4214		TASK: Describe basic computer logic	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4213 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe basic computer logic with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe basic computer logic. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4215		TASK: Build applied mathematics logic statement(s)	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4214 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to build applied mathematics logic statement(s) with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that build applied mathematics logic statement(s). Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4216		TASK: List features of object-oriented programming	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4215 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list features of object-oriented programming with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list features of object-oriented programming. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4217		TASK: Use flowchart symbols to plan game events	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4216 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to use flowchart symbols to plan game events with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that use flowchart symbols to plan game events. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4220		TASK: Compare game systems with personal computers	Prerequisite Tasks: Completed more than five (5) hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4219 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare game systems with personal computers with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare game systems with personal computers. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4221		TASK: Explain features of various game systems	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4220 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain features of various game systems with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain features of various game systems. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4222		TASK: Define terms related to gaming systems	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4221 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define terms related to gaming systems with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define terms related to gaming systems. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4223		TASK: Contrast major gaming systems	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4222 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to contrast major gaming systems with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that contrast major gaming systems. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4224		TASK: Explain successful business models for gaming systems	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4223 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain successful business models for gaming systems with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain successful business models for gaming systems. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4225		TASK: Describe how video games drive and complement new technologies	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4224 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe how video games drive and complement new technologies with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe how video games drive and complement new technologies. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4226		TASK: Identify examples of technology transfer from video games to other industries	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4225 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify examples of technology transfer from video games to other industries with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify examples of technology transfer from video games to other industries. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4227		TASK: Compare video game systems to personal computers	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4226 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare video game systems to personal computers with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare video game systems to personal computers. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4228		TASK: Identify elements of personal computers that limit video game playing	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4227 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify elements of personal computers that limit video game playing with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify elements of personal computers that limit video game playing. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4230		TASK: Discuss game play and culture including good sportsmanship	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4229 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to discuss game play and culture including good sportsmanship with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss game play and culture including good sportsmanship. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4231		TASK: Outline the three driving factors that lead to game design	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4230 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the three driving factors that lead to game design with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the three driving factors that lead to game design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4232		TASK: Describe what is meant by the purpose and soul of a game	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4231 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe what is meant by the purpose and soul of a game with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe what is meant by the purpose and soul of a game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4233		TASK: Define the term play	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4232 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define the term play with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define the term play. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4234		TASK: Explain the ways in which play is important for people	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4233 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the ways in which play is important for people with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the ways in which play is important for people. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4235		TASK: Describe how play provides balance to life	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4234 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe how play provides balance to life with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe how play provides balance to life. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4236		TASK: List the primary player types	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4235 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list the primary player types with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list the primary player types. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4237		TASK: Describe outline economies and community building offered by video games	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4236 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe outline economies and community building offered by video games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe outline economies and community building offered by video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4238		TASK: Define video game addiction	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4237 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define video game addiction with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define video game addiction. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4240		TASK: Research the ethics of reverse engineering and peer perceptions	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4239 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to research the ethics of reverse engineering and peer perceptions with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that research the ethics of reverse engineering and peer perceptions. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4241		TASK: Explain intellectual property as it relates to video game development	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4240 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain intellectual property as it relates to video game development with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain intellectual property as it relates to video game development. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4242		TASK: Analyze various aspects of a game, such as rules, game-play, and longevity of design	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4241 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to analyze various aspects of a game, such as rules, game-play, and longevity of design with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that analyze various aspects of a game, such as rules, game-play, and longevity of design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4243		TASK: Describe techniques used by the video game industry to analyze games	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4242 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe techniques used by the video game industry to analyze games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe techniques used by the video game industry to analyze games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4244		TASK: Conduct a critical review of a video game	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4243 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to conduct a critical review of a video game with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that conduct a critical review of a video game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4245		TASK: Compare the plot, interactivity, and reward system of commercial video games	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4244 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare the plot, interactivity, and reward system of commercial video games with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare the plot, interactivity, and reward system of commercial video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4250		TASK: Discuss various large-scale design processes	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4249 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to discuss various large-scale design processes with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that discuss various large-scale design processes. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4251		TASK: Create a development plan for a video game design	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4250 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create a development plan for a video game design with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create a development plan for a video game design. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4252		TASK: Describe the development process for a video game	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4251 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the development process for a video game with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the development process for a video game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4253		TASK: Explain the importance of budget and scheduling on video game design	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4252 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the importance of budget and scheduling on video game design with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the importance of budget and scheduling on video game design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4254		TASK: Explain how iterations are used in the design process for video games	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4253 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain how iterations are used in the design process for video games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain how iterations are used in the design process for video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4255		TASK: Create design plans	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4254 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create design plans with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create design plans. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4256		TASK: Create character sketches and storyboards	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4255 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create character sketches and storyboards with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create character sketches and storyboards. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4257		TASK: Discuss various game-development tools currently used by the video game industry	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4256 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to discuss various game-development tools currently used by the video game industry with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss various game-development tools currently used by the video game industry. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4258		TASK: Describe common video game engines	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4257 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe common video game engines with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe common video game engines. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4259		TASK: Explain the uses for various tools used for video game development	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4258 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the uses for various tools used for video game development with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the uses for various tools used for video game development. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4260		TASK: Collect raw data related to the global economy and supply chain for game development	Prerequisite Tasks: Completed more than five (5) hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4259 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to collect raw data related to the global economy and supply chain for game development with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that collect raw data related to the global economy and supply chain for game development. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4261		TASK: Describe how video games are marketed and sold	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4260 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe how video games are marketed and sold with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe how video games are marketed and sold. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4262		TASK: Explain the relationship between video game publishers, developers, distributors, marketers, and retailers	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4261 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the relationship between video game publishers, developers, distributors, marketers, and retailers with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the relationship between video game publishers, developers, distributors, marketers, and retailers. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4263		TASK: Identify how globalization has impacted the design and production of video games	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4262 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify how globalization has impacted the design and production of video games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify how globalization has impacted the design and production of video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4264		TASK: Describe how video games affect the economy	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4263 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe how video games affect the economy with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe how video games affect the economy. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4265		TASK: List various employment opportunities available in the global video game design field	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4264 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list various employment opportunities available in the global video game design field with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list various employment opportunities available in the global video game design field. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4266		TASK: Identify the requirements of various jobs in the video game design field	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4200 to 4265 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify the requirements of various jobs in the video game design field with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify the requirements of various jobs in the video game design field. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
4300		TASK: Research the composition of video game design	Prerequisite Tasks: Individually practiced tasks from 4101 to 4145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to research the composition of video game design with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that research the composition of video game design. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4310		TASK: Explain the processes used to plan and create a video game for retail distribution	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4309 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the processes used to plan and create a video game for retail distribution with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the processes used to plan and create a video game for retail distribution. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4311		TASK: Detail the components of a game and differentiate between a game and a toy	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4310 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to detail the components of a game and differentiate between a game and a toy with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that detail the components of a game and differentiate between a game and a toy. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4312		TASK: List the roles and responsibilities of the specialists within a video game design team	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4311 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list the roles and responsibilities of the specialists within a video game design team with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list the roles and responsibilities of the specialists within a video game design team. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4313		TASK: Explain what is meant by the scope, or life cycle, of a video game	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4312 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain what is meant by the scope, or life cycle, of a video game with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain what is meant by the scope, or life cycle, of a video game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4314		TASK: Outline the five Ps that guide the development of most video games	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4313 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the five Ps that guide the development of most video games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the five Ps that guide the development of most video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4315		TASK: Define piracy and explain how it impacts the video game industry	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4314 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define piracy and explain how it impacts the video game industry with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define piracy and explain how it impacts the video game industry. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4316		TASK: Describe the four major types of business ownership	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4315 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the four major types of business ownership with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the four major types of business ownership. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4320		TASK: Discuss character composition related to video game development	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4319 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to discuss character composition related to video game development with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss character composition related to video game development. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4321		TASK: Provide an overview of character design for video games	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4320 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to provide an overview of character design for video games with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that provide an overview of character design for video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4322		TASK: Analyze what it takes to develop dominant characters and make them stand apart from other characters in similar games	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4321 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to analyze what it takes to develop dominant characters and make them stand apart from other characters in similar games with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that analyze what it takes to develop dominant characters and make them stand apart from other characters in similar games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4323		TASK: Explore the role and function of a character and the ways in which these are determined by the purpose of the character in the game	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4322 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explore the role and function of a character and the ways in which these are determined by the purpose of the character in the game with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explore the role and function of a character and the ways in which these are determined by the purpose of the character in the game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4324		TASK: Detail the important aspects of designing characters	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4323 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to detail the important aspects of designing characters with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that detail the important aspects of designing characters. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4325		TASK: Outline the character-design process	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4324 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the character-design process with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the character-design process. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4330		TASK: Describe how video games use an interactive story	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4329 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe how video games use an interactive story with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe how video games use an interactive story. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4331		TASK: Determine when to add a story to a video gave	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4330 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to determine when to add a story to a video gave with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that determine when to add a story to a video gave. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4332		TASK: Outline the basic creative writing procedures	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4331 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the basic creative writing procedures with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the basic creative writing procedures. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4333		TASK: Differentiate between a linear and a nonlinear structure for interactive story delivery	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4332 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to differentiate between a linear and a nonlinear structure for interactive story delivery with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that differentiate between a linear and a nonlinear structure for interactive story delivery. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4334		TASK: Explain how level design mimics the story design and differentiate between level designs for linear and nonlinear games	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4333 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain how level design mimics the story design and differentiate between level designs for linear and nonlinear games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain how level design mimics the story design and differentiate between level designs for linear and nonlinear games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4335		TASK: Define the essential elements of a level	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4334 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define the essential elements of a level with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define the essential elements of a level. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4340		TASK: Apply the human-computer interface to video game development	Prerequisite Tasks: Completed more than five (5) hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4339 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to apply the human-computer interface to video game development with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that apply the human-computer interface to video game development. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4341		TASK: Explain what in involved in player-centric video game design	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4340 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain what in involved in player-centric video game design with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain what in involved in player-centric video game design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4342		TASK: Outline the four key topics related to player-centric immersion that have universal application, with a focus on the human-computer interface	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4341 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the four key topics related to player-centric immersion that have universal application, with a focus on the human-computer interface with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the four key topics related to player-centric immersion that have universal application, with a focus on the human-computer interface. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4343		TASK: Analyze and understand the ways to apply the human-computer interface to game design	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4342 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to analyze and understand the ways to apply the human-computer interface to game design with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that analyze and understand the ways to apply the human-computer interface to game design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4350		TASK: Analyze player immersion and the relationships to the elements of engagement, the elements of interest, and the balance of elements	Prerequisite Tasks: Completed more than five (5) hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4349 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to analyze player immersion and the relationships to the elements of engagement, the elements of interest, and the balance of elements with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that analyze player immersion and the relationships to the elements of engagement, the elements of interest, and the balance of elements. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4351		TASK: Detail the elements needed to create audience-appropriate engagement	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4350 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to detail the elements needed to create audience-appropriate engagement with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that detail the elements needed to create audience-appropriate engagement. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4352		TASK: List the elements of interest that are aspects of a video game and draw the player to the game	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4351 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list the elements of interest that are aspects of a video game and draw the player to the game with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list the elements of interest that are aspects of a video game and draw the player to the game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4353		TASK: Differentiate between balance and imbalance in a video game and identify the factors included in balancing elements	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4352 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to differentiate between balance and imbalance in a video game and identify the factors included in balancing elements with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that differentiate between balance and imbalance in a video game and identify the factors included in balancing elements. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4360		TASK: Research the origins and key mechanics of strategy and tactics used in video games	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4359 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to research the origins and key mechanics of strategy and tactics used in video games with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that research the origins and key mechanics of strategy and tactics used in video games. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4361		TASK: Differentiate between strategy and tactics	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4360 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to differentiate between strategy and tactics with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that differentiate between strategy and tactics. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4362		TASK: Outline the five key mechanics of strategy games	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4361 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the five key mechanics of strategy games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the five key mechanics of strategy games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4363		TASK: Summarize the factors that must be considered for game flow in a strategic game	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4362 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to summarize the factors that must be considered for game flow in a strategic game with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that summarize the factors that must be considered for game flow in a strategic game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4364		TASK: Identify the importance of proper feedback in a strategic game to let the player understand his or her progress, success, and failure	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4363 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify the importance of proper feedback in a strategic game to let the player understand his or her progress, success, and failure with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify the importance of proper feedback in a strategic game to let the player understand his or her progress, success, and failure. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4370		TASK: Identify puzzle elements within a video game(s)	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4369 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify puzzle elements within a video game(s) with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify puzzle elements within a video game(s). Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4371		TASK: Explain why adding puzzles as objectives in a story can enhance a video game	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4370 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain why adding puzzles as objectives in a story can enhance a video game with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain why adding puzzles as objectives in a story can enhance a video game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4372		TASK: Outline the key steps to puzzle design	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4371 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the key steps to puzzle design with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the key steps to puzzle design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4373		TASK: List the main themes within the puzzle genre	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4372 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list the main themes within the puzzle genre with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list the main themes within the puzzle genre. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4374		TASK: Compare and contrast traditional puzzle and computerized versions of puzzles	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4373 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare and contrast traditional puzzle and computerized versions of puzzles with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare and contrast traditional puzzle and computerized versions of puzzles. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4380		TASK: Describe the basic components of sound engineering needed to create, mix, and edit natural or synthetic sounds within the video game industry	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4379 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the basic components of sound engineering needed to create, mix, and edit natural or synthetic sounds within the video game industry with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the basic components of sound engineering needed to create, mix, and edit natural or synthetic sounds within the video game industry. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4381		TASK: Describe the work and responsibilities of a sound engineer	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4380 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the work and responsibilities of a sound engineer with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the work and responsibilities of a sound engineer. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4382		TASK: Identify a sound asset and define the elements of a sound asset entry	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4381 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify a sound asset and define the elements of a sound asset entry with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify a sound asset and define the elements of a sound asset entry. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4383		TASK: Explain what a sound library is and how it can be used	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4382 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain what a sound library is and how it can be used with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain what a sound library is and how it can be used. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4384		TASK: List common recording equipment used to create sounds for video games	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4383 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list common recording equipment used to create sounds for video games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list common recording equipment used to create sounds for video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4385		TASK: Summarize the process of sound rendering	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4384 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to summarize the process of sound rendering with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that summarize the process of sound rendering. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4386		TASK: Outline the use of sound effects in video games	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4385 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the use of sound effects in video games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the use of sound effects in video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4390		TASK: Discuss the foundations needed to create art, animations, and special effects in video games	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4389 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to discuss the foundations needed to create art, animations, and special effects in video games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss the foundations needed to create art, animations, and special effects in video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4391		TASK: Consider the impact that art has on video game design	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4390 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to consider the impact that art has on video game design with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that consider the impact that art has on video game design. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4392		TASK: Assess how the art in a video game will be viewed or experienced	Prerequisite Tasks: Completed several hours of study within the computer science, software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4391 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to assess how the art in a video game will be viewed or experienced with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that assess how the art in a video game will be viewed or experienced. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4393		TASK: Outline the elements of art and the principles of design that apply in imagery for video games as well as other art forms	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4300 to 4392 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the elements of art and the principles of design that apply in imagery for video games as well as other art forms with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the elements of art and the principles of design that apply in imagery for video games as well as other art forms. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4410		TASK: Explain three-dimensional modeling used in a video game	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4409 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain three-dimensional modeling used in a video game with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain three-dimensional modeling used in a video game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4411		TASK: Describe the different video game design team roles available for people with art and animation skills	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4410 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the different video game design team roles available for people with art and animation skills with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the different video game design team roles available for people with art and animation skills. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4412		TASK: Outline the key elements of three dimensional modeling	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4411 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the key elements of three dimensional modeling with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the key elements of three dimensional modeling. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4413		TASK: Compare and contrast raster images and vector images	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4412 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare and contrast raster images and vector images with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare and contrast raster images and vector images. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4414		TASK: Explain the legal rights an artist has in protecting artwork as well as steps taken by game designers and artists to physically protect content from being copied	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4413 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to explain the legal rights an artist has in protecting artwork as well as steps taken by game designers and artists to physically protect content from being copied with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that explain the legal rights an artist has in protecting artwork as well as steps taken by game designers and artists to physically protect content from being copied. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4420		TASK: Discuss the elements of motion and principles of animation including an advanced animation composition	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4419 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to discuss the elements of motion and principles of animation including an advanced animation composition with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss the elements of motion and principles of animation including an advanced animation composition. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4421		TASK: Outline the six basic elements of motion	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4420 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the six basic elements of motion with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the six basic elements of motion. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4422		TASK: List the 12 principles of animation as documented by Frank Thomas and Ollie Johnson in their 1981 book Disney Animation: The Illusion of Life	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4421 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list the 12 principles of animation as documented by Frank Thomas and Ollie Johnson in their 1981 book Disney Animation: The Illusion of Life with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list the 12 principles of animation as documented by Frank Thomas and Ollie Johnson in their 1981 book Disney Animation: The Illusion of Life. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4423		TASK: Define animation and differentiate between static and active animation	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4422 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define animation and differentiate between static and active animation with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define animation and differentiate between static and active animation. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4424		TASK: Describe the specialized aspects to creating animations with a computer	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4423 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the specialized aspects to creating animations with a computer with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the specialized aspects to creating animations with a computer. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4425		TASK: Demonstrate an understanding of sound synchronization	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4424 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to demonstrate an understanding of sound synchronization with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that demonstrate an understanding of sound synchronization. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4426		TASK: Identify sources of game art movement other than animation	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4425 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify sources of game art movement other than animation with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify sources of game art movement other than animation. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4430		TASK: Describe the common structure of computer programs and programming languages used to interpret/enforce the rules of the game	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4429 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the common structure of computer programs and programming languages used to interpret/enforce the rules of the game with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the common structure of computer programs and programming languages used to interpret/enforce the rules of the game. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4431		TASK: Describe the types of computer languages and their components	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4430 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the types of computer languages and their components with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the types of computer languages and their components. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4432		TASK: Outline the ways in which data is used by computer programs	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4431 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline the ways in which data is used by computer programs with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline the ways in which data is used by computer programs. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4433		TASK: List the operators used in logic statements	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4432 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to list the operators used in logic statements with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that list the operators used in logic statements. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4434		TASK: Define computer algorithm and list the components of an algorithm	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4433 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to define computer algorithm and list the components of an algorithm with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that define computer algorithm and list the components of an algorithm. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4435		TASK: Describe the basics of collision theory	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4434 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the basics of collision theory with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the basics of collision theory. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4436		TASK: Summarize the ways in which physics applies to video games	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4435 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to summarize the ways in which physics applies to video games with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that summarize the ways in which physics applies to video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4440		TASK: Discuss the methods for creating a simulation	Prerequisite Tasks: Completed more than five (5) hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4439 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to discuss the methods for creating a simulation with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that discuss the methods for creating a simulation. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4441		TASK: Compare and contrast simulations and video games	Prerequisite Tasks: Completed several hours of study within the software engineering, information systems, and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4440 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the software engineering, information systems, and information technology disciplines (respectively), the student will be able to compare and contrast simulations and video games with eighty-five percent (85%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Use Google's Safe-Search to find information and related articles that compare and contrast simulations and video games. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Visit and carefully review the CIS.TCHS.INFO website. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4442		TASK: Describe the components of a simulation	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4441 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to describe the components of a simulation with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that describe the components of a simulation. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4443		TASK: Identify the classifications of simulations	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4442 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to identify the classifications of simulations with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that identify the classifications of simulations. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4444		TASK: Outline how the purposes of a simulation determine what to include in a simulation	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4443 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to outline how the purposes of a simulation determine what to include in a simulation with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that outline how the purposes of a simulation determine what to include in a simulation. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4445		TASK: Summarize applied event modeling	Prerequisite Tasks: Completed several hours of study within the computer science discipline in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4444 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information technology discipline. Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles under the umbrella of a computer science discipline, the student will be able to summarize applied event modeling with one hundred percent (100%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Use Google's Safe-Search to find information and related articles that summarize applied event modeling. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4446		TASK: Define the iterative design process	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4445 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to define the iterative design process with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that define the iterative design process. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.
4447		TASK: Consider the importance of understanding the application framework	Prerequisite Tasks: Completed several hours of study within the information systems and information technology disciplines (respectively) in support of this task. Prior cumulative research evidence by the student must include reference to the following task numbers: 4400 to 4446 inclusive. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the information systems and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the information systems and information technology disciplines (respectively), the student will be able to consider the importance of understanding the application framework with ninety percent (90%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Visit and carefully review the CIS.TCHS.INFO website. Use Google's Safe-Search to find information and related articles that consider the importance of understanding the application framework. Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
4500		TASK: Create a storyboard and composition of a game including characters, story, interface, immersion, strategy/puzzle, sound/art, and animation	Prerequisite Tasks: Individually practiced tasks from 4101 to 4145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create a storyboard and composition of a game including characters, story, interface, immersion, strategy/puzzle, sound/art, and animation with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create a storyboard and composition of a game including characters, story, interface, immersion, strategy/puzzle, sound/art, and animation. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.

Task Number Evaluations		Computer Information Systems Task and Purpose Performance Objective and Learning Activity (CIP 11.0201)	CIS/CS Prerequisite Tasks and Safety Factors Resources and Suggested Hyperlinks
4600		TASK: Create a video game simulation	Prerequisite Tasks: Individually practiced tasks from 4101 to 4145 inclusive. Completed more than 20 hours of study within the computer science discipline relating to this task and to the subgroup immediately below. Student documented evidence of prior research including an interdisciplinary research project(s). Successfully completed all teacher assignments and projects including task numbers listed below. Additional tasks may apply. Safety Factors: All classroom and student handbook policies apply to this task. Student will comply with established acceptable use policies regarding their personal computer at all times. No food or drink is allowed within the designated computer laboratory.
Practice Dates	Student Signature	Purpose: Students who successfully complete this task will have a better understanding of the lifelong educational opportunities that exist within the college of Computer Science. Related career responsibilities for this task are also identified within the computer science, software engineering, information systems, and information technology disciplines (respectively). Graduate students that hold a bachelor's degree in computer science may explore the following careers related to this task (by degree): Computer Programmers (SOC 15-1131), Software Application Developers (SOC 15-1132), Software System Developers (SOC 15-1133), Computer Systems Analysts (SOC 15-1121), Computer and Information Systems Managers/Trainees (SOC 11-3021), and Computers and Information Research Scientists/Apprenticeship (SOC 15-1111)
Teacher Evaluation		(Work-In-Progress at http://cistasks.tchs.info/cisLGuides.php) Performance Objective (Draft): Given a lecture/demonstration, an Internet-based research exercise, or a list of acceptable principles within the computer science, software engineering, information systems, and information technology disciplines (respectively), the student will be able to create a video game simulation with eighty percent (80%) accuracy based on the Association of Computing Machinery and the Computer Science Teacher Association (ACM/CSTA) academic standards . Learning Activity: Read, review, and familiarize yourself with the resources and suggested hyperlinks presented for this task. Digitally research corresponding articles with Google's Safe-Search then utilize Dictionary.com to define all task related vocabulary terms. Additional information will be posted on the CIS.TCHS.INFO school website (under the subheading "Video Game Development") or on the SchoolTube.com website. (Reviewed Thursday November 21st, 2024)	Resources and Textbooks (Listed Chronologically): Introduction to Computing Systems (All CIS Students, ISBN-10: 0072467509); Bebop to the Boolean Boogie, An Unconventional Guide to Electronics (CIS Supplement, ISBN-13: 978-1856175074); The Definitive Guide to How Computers Do Math : Featuring the Virtual DIY Calculator (CIS Supplement, ISBN-13: 978-0471732785); How Computers Work (ISBN-13: 978-0789736130); JFLAP: An Interactive Formal Language and Automata Package (ISBN-13: 9780763738341); Invent Your Own Computer Games with Python by Al Sweigart (FREE Online); Python Programming for the Absolute Beginner (ISBN-13: 978-1435455009); Programming Video Games for the Evil Genius (All CIS Students, ISBN-13: 978-0071497527); Underlying Principles and Concepts in Computer Science (LEVEL 1 Prerequisites); Computer Science in the Modern World (LEVEL 2); Computer Science as Analysis and Design (LEVEL 3); and Topics in Computer Science (LEVEL 4). Suggested Hyperlinks: Register and login to algorithmically solve problems located at following URL: http://ProjectEuler.net/ Use Google's Safe-Search to find information and related articles that create a video game simulation. Visit and carefully review the CIS.TCHS.INFO website. Locate and review similar tasks presented on SchoolTube.com. Practice counting in binary, octal, and hexadecimal then compare to our decimal numbering system. Review the JFLAP Website from Duke University. Download and use the JFLAP software to begin experimenting with formal computer languages.

PUBLIC NOTICE: This CIS.TCHS.INFO Website is provided as a educational service by the Chester County Intermediate Unit (hereby CCIU), Downingtown, Pennsylvania. This Website is intended merely as a general information reference for students enrolled at the Technical College High School (hereby TCHS) and this Website is designed to inform the community about the fundamentals of Computer Science.

HYPERLINK DISCLAIMER: The appearance of hyperlinks does not constitute endorsement by the CCIU, or the information, products or services contained therein. For other than authorized activities such as Educational Endeavors, the CCIU does not exercise control over the information you may find at these locations. Such links are provided consistent with mission of TCHS and the stated purpose of this Website. No endorsement is intended or made of any hypertext link, commercial product, service, or information either by its inclusion or exclusion from any page within the web site of this Website. Although all attempts are made to insure the correctness and suitability of information under our control and to correct any errors brought to our attention, no representation or guarantee can be made as to the correctness or suitability of that information or any linked information presented, referenced, or implied. All critical information should be independently verified. Any questions should be directed to the administrator of this or any other specific sites.

Welcome to Task Tracker (Alpha-Prototype)

DRAFT: Computer Information Systems (CIS) Learning Guides

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201/52.1201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

100

TASK: Discuss safety protocols and acceptable use policies

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

1100

TASK: Examine and research the foundations of Computer Information Systems (or CIS)

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

1200

TASK: Develop an individual career plan and research project

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

1300

TASK: Configure LAMP, MAMP, and WAMP web servers on an Intel based PC

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

1400

TASK: Assemble a High Performance Cluster (HPC) for the purpose of distributed processing

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

1500

TASK: Research and evaluate several High Performance Clusters (HPCs) currently used by local business corporations

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

1600

TASK: Evaluate the role of the information technology industry in the economy

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

2100

TASK: Create, modify, compile, and execute computer algorithms from an open source

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

2200

TASK: Create algorithms utilizing control statements, functions, linear data structures, and file input/output operations

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

2300

TASK: Use an editor to create and verify algorithms

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

2400

TASK: Write code to perform arithmetic calculations

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

2500

TASK: Write code using conditional structures

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

2600

TASK: Utilize repetition structures

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

2700

TASK: Create algorithms employing basic data structures

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

2800

TASK: Identify methods to input and output information

Task NumberEvaluations

Computer Information Systems Task and PurposePerformance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety FactorsResources and Suggested Hyperlinks

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Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201/52.1201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

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Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

Task Number
Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

Task Number
Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

Task Number
Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

Task Number
Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

Task Number
Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

Task Number
Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
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Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
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Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

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Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

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Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

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Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
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Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
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Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
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Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
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Task Number
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Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

Task Number
Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

Task Number
Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

Task Number
Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks

Task Number
Evaluations

Computer Information Systems Task and Purpose
Performance Objective and Learning Activity (CIP 11.0201)

CIS/CS Prerequisite Tasks and Safety Factors
Resources and Suggested Hyperlinks