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ATTACHMENT5.
COURSE SPECIFICATIONS
(CS)
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Course Specifications
Institution: King Khalid University Date: 18-02-2019 College/Department: College of computer science/Department of Computer Science
A. Course Identification and General Information
1. Course title and code: Introduction to Programming (121--CCS-3) 2. Credit hours: 3
3. Program(s) in which the course is offered.
Bachelor in Computer Sciences
4. Name of faculty member responsible for the course:
5. Level/year at which this course is offered: Level 2 6. Pre-requisites for this course (if any)
Introduction to Computing (111--CCS-3) 7. Co-requisites for this course (if any): None 8. Location if not on main campus: None 9. Mode of Instruction (mark all that apply)
a. traditional classroom What percentage?
b. blended (traditional and online) What percentage?
c. e-learning What percentage?
d. correspondence What percentage?
f. other : What percentage?
Comments:
100%
%
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B. Objectives
1. What is the main purpose for this course?
Students will learn how to use elementary programming concepts, methods, appropriate repetition constructs and arrays in developing a Java program. Also, they will be able to differentiate between call by value and call by reference and local and global variables, as well.
2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field)
Enhanced use of IT and Web-based references
Update knowledge by focusing on recent research studies related
Encourage visiting libraries and reading accredited journals through activation of self- learning through weekly assignments and project learning.
Include e-books related to the course available
C. Course Description (Note: General description in the form used in Bulletin or handbook)
Course Description:
The objective of this course is to cover the fundamental concepts of procedural programming. This course introduces the Java programming language and helps students develop basic problem-solving skills. Topics include elementary in programming, repetition statements, nested loops, methods, pass arguments to a method, method overloading, method abstraction, use of methods in the math class, arrays, common array operations, methods with array arguments and return value, search and sort operations on array..
1. Topics to be Covered
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List of Topics No. of
Weeks Contact hours Introduction to Programming & JAVA
1- Introduction
2- Elementary in programming 1 2
Introduction to Object-Oriented Programming with Java:
Classes, Objects, Methods, Class and Instance Data Value, Data Types, Operators, Data members and Inheritance. The Java Buzzwords.
1 2
Standard Input and Output in Java:
System.out, System.in, Scanner class. 1 2
Mathematical Functions Characters, and Strings 1- Introduction
2- Common Mathematical Functions 3- Character Data Type and Operations 4- The String Type
1 2
Loops
1- Introduction 2- The while Loop 3- The do-while Loop 4- The for Loop 5- Which Loop to Use?
6- Nested Loops
7- Minimizing Numeric Errors 8- Keywords break and continue
3 6
Methods
1- Introduction
2- Defining a Method 3- Calling a Method
4- Passing Arguments by Values 5- Modularizing Code
6- Overloading Methods 7- The Scope of Variables
8- Method Abstraction and Stepwise Refinement
3 4
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Single-Dimensional Arrays 1- Introduction 2- Array Basics 3- Copying Arrays
4- Passing Arrays to Methods
5- Returning an Array from a Method 6- Variable-Length Argument Lists 7- Searching Arrays
8- Sorting Arrays
3 6
Multidimensional Arrays 1- Introduction
2- Two-Dimensional Array Basics 3- Processing Two-Dimensional Arrays
4- Passing Two-Dimensional Arrays to Methods 5- Multidimensional Arrays
2 4
2. Course components (total contact hours and credits per semester):
Lecture Tutorial Laboratory/
Studio Practical Other: Total Contact
Hours
Planed 30 0 0 30 0 60
Actual 30 0 0 15 0 45
Credit
Planed 2 0 0 2 0 4
Actual 2 0 0 1 0 3
3. Additional private study/learning hours expected for students per week.
4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy
On the table below are the five NQF Learning Domains, numbered in the left column.
6
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First, insert the suitable and measurable course learning outcomes required in the appropriate learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each course learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process. (Courses are not required to include learning outcomes from each domain.)
Code
#
NQF Learning Domains And Course Learning Outcomes
Course Teaching Strategies
Course Assessment Methods
1.0 Knowledge
1.1
Recall the fundamentals concepts of
programming techniques. Lectures
Group discussions
Case studies
Brainstorming
Homework
Quizzes
Exams 1.2
List the essentials of designing and implementing software systems, components, and processes.
2.0 Cognitive Skills
2.2
Construct and evaluate software solutions that address a variety of real-world problems.
Lectures
Tutorial
Laboratory
Group discussions
Homework
Quizzes
Exams
3.0 Interpersonal Skills & Responsibility
4.0 Communication, Information Technology, Numerical
4.1
Communicate effectively in oral with range of audiences.
Lectures
Tutorial
Laboratory
Lab Exam 5.0 Psychomotor
N/A
5. Schedule of Assessment Tasks for Students During the Semester
Assessment task (i.e., essay, test, quizzes, group project,
examination, speech, oral presentation, etc.) Week Due Proportion of Total Assessment
1 Quiz1 3 2
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2 Assignment 1 4 3
3 First Mid- Term Exam 5 10
4 Quiz2 7 2
5 Assignment 2 8 3
6 Second Mid- Term Exam 9 10
7 Final Practical Exam ( Marks distribution for various
assessment is done the Practical Instructor) 15 20
8 Final Examination 16 50
9 Total Marks - 100
D. Student Academic Counseling and Support
1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week)
Office hours as per schedule of teacher Time-Table are specified to the students and students are encouraged to consult the teacher in case of any problem related to the lectures/
assignment/ homework/ exercises/ practical.
E Learning Resources
1. List Required Textbooks
Y. Daniel Liang y
, b Intro to Java Programming, Comprehensive Version (10th Edition)
. 2014
2. List Essential References Materials (Journals, Reports, etc.)
How to Program in JAVA, by Paul J. Deitel and Harvey Deitel. Pearson; 10th Edition (2015).
3. List Recommended Textbooks and Reference Material (Journals, Reports, etc) ).
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4. List Electronic Materials, Web Sites, Facebook, Twitter, etc.
www.java.sun.com
5. Other learning material such as computer-based programs/CD, professional standards or regulations and software.
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access, etc.)
1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)
Lecture rooms are equipped with whiteboard.
Lecture rooms provide enough space for the students.
Laboratories are well equipped and everything is provided to the students.
2. Technology resources (AV, data show, Smart Board, software, etc.)
An easy accessible computer lab.
Updated version of subject syllabus is uploaded for student reference.
Computers are installed with the facility of LAN/WAN.
Relevant software’ for use of students.
3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list)
Everything is already provided according to the course requirement.
G. Course Evaluation and Improvement Processes
1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching
Distribution of feedback forms at the end of semester to the students.
Head of the department review overall course deficiencies based on the students’
evaluation, faculty input, course file, and program assessment.
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Student course evaluation at the conclusion of the course.
General knowledge questions regarding information security are asked from the students.
2. Other Strategies for Evaluation of Teaching by the Instructor or by the Department
Faculty assessment of the course and effectiveness of the teaching delivery.
Periodic self-assessment of the program.
Student attendance is closely monitored.
Student feedback is considered for teaching evaluation.
Mid Term Exam/Practical/Assignments/Homework determines the standard of teaching and become a milestone for teaching evaluation.
3. Processes for Improvement of Teaching
Organize workshops on effective teaching methods to enable instructors to improve their teaching skills.
Teaching method will focus on students’ learning and on course learning outcomes.
Regular seminars were arranged in the college of computer and information sciences in which each faculty member has to participate.
Training of faculty members on different software/hardware is facilitated.
4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)
The samples of student work in the course are appended to course files to check on the standard of grades and achievements
Student exam question papers are verified by course coordinator and HOD.
Answer sheets are checked by the faculty members who are teaching the course.
Group checking technique is followed to have a uniform standard of checking the students’ answer scripts.
5. Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.
The feedback received from assessments will be used to plane for further improvement in the course syllabus, teaching method, and delivery of course materials.
The course coordinators will be entrusted with the primary duty of administering every two-year a self-assessment of the program, and to evaluate the findings of this evaluation, the surveys of the employers, and the input of the exit interviews with the graduating students.
Update text books.
Consulting other top universities course specifications and contents.
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Name of Course Instructor: MR Mufarreh
Signature: Date Specification Completed:
Program Coordinator: Dr Yessine
Signature: Date Received: 1-3-2019
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National Center for Academic Accreditation and Evaluation