Software Development CS BTech (SD) Program - … Development CS BTech ... how to use hardware and software tools to ... project introduces students to HTML and a simple HTML editor

SoftwareDevelopmentCSBTech(SD)Program-OverviewTherearetwoprimaryreasonswhywesendourchildrentouniversity/college:

• Sotheybecomepreparedforasustainablecareerinawell-payingfield.• Todevelopthemintohappy,productivecitizenscapableoffullyparticipatingintheir

world.

MMU’snewSoftwareDevelopmentCSBTech(SD)Programhasbeencarefullydesignedtoproducesuchgraduates.Here’show:

First,thenewSDprogram’sprimaryobjectiveistoproducegraduateswhowillbejob-readyforaspecificjob-role:softwaredeveloperwithexpertiseinJavaand1-2yearsofexperience.

Webeginbyimmersingourstudentsintoasimulatedworkenvironmentwhere,fromdayone,theyworkonrealisticprojectstoproducerealindustrydeliverablesusingrealindustryprocessesandtools.

Weknowthatourstudentswillstrugglewiththeirassignmentsatfirst,sowementorthemwithprofessionallytrainedfacultywhosepurposeandgoalistohelpthestudentssucceed.

StudentsintheSDProgramwillgetfouryearsofon-the-jobtraining,butinasafeenvironmentwheremistakesarelessonstobelearned.

Ofcourse,noneofthiswouldmatterifthesoftwareindustryisindecline,howeveritisnot.Mostprojectionsforthesoftwareindustrycallforatleast50%growthinwell-payingjobsrequiringsignificantexpertiseovertheforeseeablefuture.

TheSDprogramfocusesonthefivethingsthatagraduateneedstobejob-readyfortheentry-levelsoftwaredeveloperrole:

• Knowledge• TechnicalSkills• SoftSkills,primarilycommunicationsskillsinEnglish• BehaviorSkills• Experience

Studentsacquireeachofthesebyworkingonrealisticprojectsthroughouttheir4yearsintheprogram,producingdeliverablesandreceivingfeedbackonthosedeliverablesfromfaculty.

Fromtheirprojectworkstudentsestablishaportfolioofprojectsthatthey’veworkedonthattheycansharewithhiringmanagersduringplacement,demonstratingthereal-worldexperiencetheyhaveacquiredduringtheirtimeintheSDprogram.

Duringtheprogramstudentsalsoreceivetrainingonbehaviorskills.Wedon’tteachstudentshowtobehave,theylearnthatbehaviorhasconsequences.Youchooseyourbehavior,andyoulivewiththeconsequences.Fromday1studentsworkinsmallteams,forcingthemtointeractwithothers.Weteachstudentshowtoimprovetheirabilitytonavigatetheworldofhumaninteractionthroughawarenessandanalysisofbehavior,situationandcontext.Inaddition,studentsarementoredontheirbehaviorbytheirfaculty,aswellasonthecontent,volumeand

qualityoftheirwork.

WebelievethattheSDprogramisuniqueinhelpingstudentslearntheimportanceofbehaviorskills,andhowtousethemeffectivelytocopeinavarietyofsituationsandcontexts.

Finally,studentsareprovidedwithanopportunitytolearnandpracticewhataretypicallyattributedtoaliberalartseducationsuchaslogic,rhetoric,grammar,calculus,physics,publicspeakingandcriticalthinking,ensuringthattheyarepreparedtoplayaroleinmodernsociety.

Ourexperienceisthatthecombinationofanimmersive,project-basedpedagogycombinedwithafocusonbehaviorandothercriticalthinkingskillsproduceshappy,well-adjustedandjob-readygraduateswhowillbeindemandbythesoftwareindustryandwhowillbereadyandeagertomaketheirwayascitizensintheworld.

PhysicsIwithLab

Classroom Labs Credits:4

3 1

PhysicsIexploresthebasicsofphysicalscience:howtousehardwareandsoftwaretoolstomeasurebasicobservablephenomena,howtorecord,reasonabout,anddrawlogicalconclusionsfromthedata,andhowtowriteupeachoftheseproperlysootherscanbenefitfromyourwork(e.g.makeentriesintoanengineeringnotebook).

ThegoalofthisclassistoproducestudentsgoodenoughinNewtonianPhysicstobeabletoworkwithaphysicistwhoneedsequationsmodeled/automated.Giventheequations,theprogrammershouldbeabletofigureouthowtoimplementsomemodelsusingamathtoollikeMatLaborMathematica(we’llbeusingthefreetool-Octave)orotherprogramminglanguagesasappropriate.

UnitsandPerformanceObjectives:Followingarethevariousphenomenastudiedinthisclass:

• Units,Measurements&Errors–Fundamentalphysicalquantitiesandbaseunits,SIandotherinternationalsystemsofunits,inter-conversionofunits,measurementoflengths,triangulationmethod,parallaxmethod,accuracyandprecision,systematicerrors,randomerrors,absolute&percentageerrors,propagationoferrors.

• MotionAlongaStraightLine–Determiningwhenanobjectactsasapoint-likeparticleandwhenitmustbetreatedasacollectionofsuchparticles;reasonaboutaparticle’sinitiallocation,itsfinallocation,displacement,andhowdisplacementandfinallocationmaychangeovertime.

• Vectors–Mathematicalprinciplesofcommutativeandassociativelawshelpusmeasure,record,andreasonaboutconceptssuchasposition,velocity,andacceleration.

• MotioninTwoandThreeDimensions–Howvectorscanbeusedtomodelparticlesinatwoandthree-dimensioncoordinatesystemandconvertbackandforthbetweenthecoordinatesystem’srepresentationandthevector’s.

• ForceandMotion–Forcescanbemodeledasavectorandmaybeacollectionofcomponents.Newton’sfirstandsecondlawsgiveusinsightsabouthowtodealwithrealworldissuessuchastherelationshipbetweennetforceonanobject,itsmass,andacceleration.Whenweenhancethemodelbyaddinginfriction,weneedtodistinguishbetweenstaticandkineticsituationsandconsiderthedirectionandmagnitudeofthefrictionalforce.Understandthevarioussituationsandmethodsofdeterminingthecenterofmass.

• KineticEnergyandWork–Understandandapplytherelationshipbetweenaparticle’skineticenergy,mass,andspeed.

• PotentialandConservationofEnergy–Understandandapplythedifferencesbetweenaconservativeandanon-conservativeforce,theimportantaspectsofaconservativeforce,thegravitationalpotentialenergyinaparticle-Earthsystem.

• AngularMotion–Giventheunderstandingofthecharacteristicsofarigidbody,identifytheangularpositionofaspecificrotatingrigidbodyandanexternalreferenceline.Beabletoapplytherelationshipbetweenangulardisplacementandtheinitialandfinalangularpositionsaswellastheaverageangularvelocity,angulardisplacement,andthetimeintervalforthatdisplacementtosolveproblems.Giventhatsmoothrollingisacombinationofpuretranslationandpurerotation,applytherelationshipbetweencenter-of-massspeedandtheangularspeedofabodytosolveproblems.

• OscillatoryMotionandWaves–Understandhowsimpleharmonicmotionisapartoftheunderlyingphysicalphenomenonofmoderndaytechnologyandhencestudythebasicconceptsrelatedtoit,developmathematicalformulationtoanalyzeandsolveproblemsinvolvingoscillatorymotion,forcedvibrationsanddampedoscillations

• Waves–Wavesarecentraltocommunicationtechnology.Itisessentialtounderstandthemathematicsinvolvedinanalysisofdifferentwaveformsandhencetobeabletomodelthecaseofwavesonastring,deriveexpressionsforspeedandenergyofwavesandapplyitotherwaveslikesoundandsolverelatedproblems.

Books:

• FundamentalsofPhysics,Volumes1&2byHalliday,ResnickandWalker.10thedition

CalculusI


3 -

CalculusIintroducestheintuitive,numericalandtheoreticalconceptsoflimits,continuity,differentiationandintegration.Studentswillstudyextrema,curvesketching,andapplicationsinvolvingalgebraic,exponential,logarithmicandtrigonometricfunctions.ThiscoursemakesuseofextensiveuseofGUIbasedsoftwaretosolveproblems.TheintendedaudienceofthiscourseisCSmajorsspecializingissoftwaredevelopment.

UnitsandPerformanceObjectives:Followingarethevarioustopicsstudiedinthisclass

• FunctionsandModels–Studentsbecomeskilledworkingwithfunctionsasbothabstractandappliedrealworldmodelsandcandemonstratehowfunctionscanbecomposedwithotherstodevelopnewfunctionstosolvemorecomplexproblems.Studentswillpracticeusingcomputersandothertoolstoexploreandmoredeeplyunderstandthesefunctionsandtheimplicationsofthesemodelsinsolvingreal-worldproblems.

• LimitsandDerivatives–Studentswillbeabletodemonstrateaneffectiveunderstandingthebasicsoflimits(e.g.tangents,velocityproblems),limitsoffunctions,continuity,asymptotes,derivatives,ratesofchange,andderivativesasafunction.

• DifferentiationRules–Thisunitexploresthemostcommonlyuseddifferentiationrulesthatfacilitateeffectivesolutiosntothemorecommonreal-workproblems(e.g.polynomials,exponentials,productandquotientrules,trigonometricfunctionrules,theChainRule).Studentswillexploretheserulesandthroughpracticebecomeskilledatusingthem.

• ApplicationsofDifferentiation–Thisunitbuilduponthefoundationlaidsofartosupportthecommonapplicationsoftheseconceptsandrulesfromtherealworld(e.g.minimumsandmaximums,theMeanValueTheorem,sketchingcurves,optimizationproblems).

• Integrals–Thefinalunitofthisclassexploresareasanddistances,theDefiniteIntegral,theFundamentalTheoremofCalculus,IndefiniteIntegrals,andtheSubstitutionRule).

Books: Calculus: Early Transcendentals, International Metric Edition. Stewart, James. EighthEdition,ISBN-13:978-1305266728

Computation&ProblemSolving


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Thisclassintroducesstudentstoproblem-solvingapproachesandtools,professionalcommunicationsandprofessionalbehavior.Studentsworkinsmallgroupstoencouragecollaborationandcrossteaching,andtoprovideabackgroundforintroducingdiscussionsandassignmentsoncommunicationsandbehavior.

Performance Objectives:As a result of successfully completing this course, students will beableto:

• Modelandsolveproblemsusingspreadsheets,simplespreadsheetmacrosandwebsites.

• Perceivescientificproblemsolvingasaviableandexcitingcareerthattheycanachieveandenjoy.

• Solvebusinessproblemsthroughsimplemodelingandautomation• UsetheWebtodobasicresearch.• Becomeself-awareoftheirownbehaviorandawareofhowothersperceivebehavior.• Behaveappropriatelyinaprofessionalenvironment,andunderstandtheconsequences

ofnotbehavingprofessionally.• Createanddelivershort,easydocumentsandpresentationsthatarewellorganized,

compellingandsupportedbyevidence.• Useappropriatetoolsandprocessestodevelop,testandcompletetheirprojects.• Interact,collaborateandcommunicateeffectivelywiththeirinstructorsandfellow

students.• Giveandreceive360-degreefeedback.

Inthisclass,studentsworkonthefollowingprojects:

Effort Logging (using Spreadsheets). Thisprojectintroducesstudentstocellsandcellformulas,simpledashboardsanddataanalysis.

There are three parts to the effort-logging project:

• Studentslogtheirindividualeffortinaspreadsheetcreatedbyaclassmate.• Studentsupdatetheireffortloggingsothatallmembersoftheirsmallteamusethe

samespreadsheettocollecttheirdailyeffortdata,producingreportsandanalyzingtheresultingdata.

• Studentsaggregatethedatafromtheirbatch,producingreportsandanalyzingthedata.

Develop a Personal Website. Students create simple, static, linked Web pages that contain personal information (picture, contact information, brief biography, hobbies and interests). This project introduces students to HTML and a simple HTML editor.

DevelopaCustomerWebsite.Studentsplanandimplementacustomer'soilwellmappingWebapplicationprototypeusingGoogleMaps.ThisprojectintroducesstudentstobasicdatatypesandprogrammingconceptsusingJavaScriptandtheEclipseintegrateddevelopmentenvironment(IDE)editor.

UpdateCustomer’sWebsite.StudentsupdatetheirCustomerWebsitebyusingcascadingstylesheets(CSS)tofacilitateaconsistentlookandfeelacrosstheexternalcustomer'sWebpages,andtomakefuturewebsitechangesmuchquickerandeasiertoapply.AlatechangebythecustomeremphasizestheimportanceofusingCSSsincethechangewillbetediousandtimeconsumingifeachpageneedstobemodifiedmanually.

GiveandReceive360-degreefeedback.Studentsfollowaprocesswheretheylearnhowtogiveandreceivefeedbackabouteachother’sbehaviorandperformanceintheclassinapositiveandprofessionalmanner.

Inaddition,students:

• Recordinformationabouttheirprojectworkandexperiments,capturingnotesandotherdataandevidenceabouttheirworkperformedinanEngineeringNotebook.

• MaintaintheirpersonalProfessionalPortfolio,whichprovidesconcreteevidencethatshowswhatthestudenthasactuallydoneandcanbeusedtoconvinceemployersthatthestudentshavetheknowledge,skills,andcapabilitiestheysaytheyhave.

Books:ProHTML5withCSS,JavaScript,andMultimedia:CompleteWebsiteDevelopmentandBestPractices,Mark.JCollins

ComputerScienceProfessionalism


3 -

ThisclassprovidesasolidfoundationofthemostbasicComputerScienceandSoftwareDevelopmentvocabulary,concepts,toolsandwaysofthinking,working,andbehavingasweintroduceandexploretheconceptsandbehaviorsofprofessionalism.Thisisaccomplishedbymeansofrealisticworkonseveralprojects,themostsignificantbeingtohelpaclientspecifyanddesignaninnovativecalculatorforprofessionalsworkingtoproducespacecrafttoexploreMarsandminetheAsteroids.

PerformanceObjectives: As a result of successfully completing this course, studentswill beableto:

• Exploreatopic,developasimpletaxonomyofthetopicfromcrediblesources,andexplainthetopicandthetaxonomy.

• Properlyusethebasicvocabulary,concepts,andmentalmodelsofComputerSciencetomeaningfullydiscuss,ingeneral,whatdistinguishestrueprofessionalsinsoftwaredevelopmentfromhackersandotherswhoarejustgoodprogrammers.

• Read,understand,andbegintousebasicUMLformalismsinthestudyofdesigndocumentsandincommunicationwithothersoftwareprofessionals.

• Discoverandexplainthebasicconsequencesofsimpledesignchoices.• CreateusefulEngineeringNotebookentriesandMindMapsforbothfuturereference

andfordocumentingthecreationofIntellectualProperty.• Discusstheprosandconsofvariousstandardintellectualpropertiesschemesand

compellinglyargueforbothsidesforeach.• DescribetherelevanceofvariousComputerSciencesub-domainstomodern

professionalworkandwhytheseareofsocietalimportance.• Begintodeveloptheabilitytofindinformationrelevanttoatask,evaluatethe

credibilityofthesourceoftheinformation,understandkeyaspectsoftheinformation,summarizethatunderstanding,andeffectivelycommunicatethatunderstandingtoothers.


ScienceandEngineeringCalculatorProjectforcriticalspacemissionprofessionals-TheprojecthaseachinternworkinginsmallgroupstoexplorethefailureoftheMarsClimateOrbiter(MCO)andtherootcausesofthefailure.Fromthisunderstandingandavideofromaclient,thestudentswillworkinsmallgroupstodevelopanddocumenttherequirementsforasuiteofpotentialproducts,oneofwhichisacalculator.

Professional RoleModels in Software DevelopmentWeb Site – To support current andfuture interns launch their careers, this project requires each student to find two role

models whose career provide insight and guidance on how the firms interns should goabouttheirowncareerplanningandimplementation.

IntellectualPropertyIssues inSoftwareDevelopment–Atatimeofsignificantgrowthinsoftwaredevelopasamajoreconomic force,manyyoungprofessionalsseemto feel thatsharingof informationand files is just apartof thenewculture. Unfortunately,withoutsome form of intellectual property rights, the creators of the bulk of this new economicgrowthwillnotearnareturnontheirinvestmentandtheywillbeforcedtofindotherwork.Thisprojecthas the internsdiggingdeeply into the issue,explore theprosandcons,andwriteuptheresultsforotherstoconsider.


• CaptureeffortinformationabouttheirprojectworkinaspreadsheetEffortLog.• Recordinformationabouttheirprojectworkandexperiments,capturingnotesand

otherdataandevidenceabouttheirworkperformedinanEngineeringNotebook.• MaintaintheirpersonalProfessionalPortfolio,whichprovidesconcreteevidencethat

showswhatthestudenthasactuallydoneandcanbeusedtoconvinceemployersthatthestudentshavetheknowledge,skills,andcapabilitiestheysaytheyhave.

Books:None

CommunicationsI


3 -

Thiscollegelevelwritingclassexperiencesimulatesareal-worldbusinessenvironmentinwhichthestudentisexpectedtowritecompositionsrequiredvariousbusinessscenarios.Thisclassemphasizesidentifyingrhetoricalmodes,reading,planning,writing,andrevisingofcompositions,includingthedevelopmentofcriticalandlogicalthinkingskills.Thisclassrequireswritingaminimumoffivecompositionsthatstressanalytical,evaluative,andpersuasive/argumentativewriting,withatleastonein-classpresentation.

PerformanceObjectives:

• Writefordifferentprofessionalaudiencesusingtheappropriatevoiceandlanguageinagivenculturalcontext.

• Writeavarietyofbusinessdocumentsthataidinthesearchandapplicationofjobs.• Writeparagraphsthatuseproperstructure,function,order,andcohesion.• FormatadocumentinMicrosoftWordandGoogleDocsusingMLAdocumentation

style.• Followthewritingprocess,whichinvolvesbrainstorming,outlining,drafting,revising,

andediting,tocreateeffectivebusinesscommunications.• Participateincollaborativewriting,revising,andediting,usingGoogleDocs,withtheir

classmates/teams.• Readandanalyzeassignedscholarlyand/orWebarticlesthatpresentvarious

arguments.• Conductonlineresearchusingbasicresearchskills.• Usecriticalreadingskillstoidentifykeyphrasesandpositions/attitudesofthejob

descriptions.• Userhetoricalmodesinwritingandeditingbusinessdocuments.• SetupaTwitteraccountanduseitsavailabletoolstobuildaprofessionalbrand.• RecognizetherhetoricalfunctionsofTwitter.• DesignaPowerPointpresentationusingfundamentaldesignandpresentationskills.• Createapresentationusingscreencastsoftware.


PreparetoApplyforaJob.Thegoalofthisprojectisforthestudenttolearnhowtoemployreadingandwritingstrategiesduringtheprocessofapplyingforajob.Thisprojectisdividedintomultipletasks:

• Task1:StudentswriteanInformationalProcesslettertotheirmanagementthatdescribestheirplanforapplyingforajob.

• Task2:StudentswriteanOperationalDefinitionArgumentonthemeaningofkeyphrasesfromrelevantjobdescriptionstheyfindonindustryjobsites.

• Task3:Studentswritetheirbio/cv/resumetogetaclearideaoftheircurrentskillsetsotheycancompareittoskillsidentifiedonindustryjobsitestheywouldliketogetandhelpestablishtheirprofessionalandpersonalgoals.

• Task4:Studentswritecoverlettersthatwillengageahiringmanager,includingbriefstoriesforeachclaimmadeintheircoverletters.

• Task5:Studentsidentifycriteriatheywillusetoevaluatetheirstrengthsandweaknesseswithregardtothisproject,andwriteaself-assessmentletterthatdocumentstheresultsoftheirself-evaluation.

MarketYourselfProfessionally.ThegoalofProject2isforstudentslearnhowtowriteawellreasonedandresearchedpositionargumentaboutanissueorcontroversyinthecomputersciences,aswellasestablishtheirprofessionalcharacter(ethos)andbrand-basedontheirposition.Thisprojectisdividedintomultipletasks:

• Task1:Thecompanyasksthestudentstohelpitdecidewhetheritshouldtakeonanewclientbasedonthetypeofbusinesstheclientisin.Howshouldthestudentrespond?

• Task2:Studentscreatetheirprofessionalonlinepresencetohelpthemkeepcurrentinthesoftwareindustry,tonetworkandtoengageinconversationswiththoughtleaders,andtohelpwithmarketingwhentheyarelookingfornewemploymentopportunities.

• Task3:Studentscreatea‘visualresume’toshowwhytheyshouldbehiredandareasinwhichtheyexcel.





Books:

• None

PhysicsIIwithLab


3 1

PhysicsIIfocusesontheapplicationofknowledgeandskillsacquiredinPhysicsItootherfieldsofphysicalscienceswhichdrivethemodernworld:

• Howtoassessproblemsusingappropriateconceptualframeworks• Howtosolveproblemsbyapplyingphysicalmodels• Howtoinvestigateexperimentally,howtomeasureandevaluatewhatweobserve,and

howtodrawandcommunicateconclusionsinalucidway.

Theprimaryobjectiveistounderstandthefundamentalsoftechnologyinvolvedintheproductionofmoderndaystate-of-the-artsystemslikecommunicationssystems,displaytechnologies,microwavedevices,etc.,inordertowritesoftwarewhichiseffective,errorfreeandflowslogically.

UnitsandPerformanceObjectives:Followingarethevariousphenomenastudiedinthisclass:

• ElectricFieldandPotential–Understandthenatureandpropertiesofelectriccharge,determineelectricfieldsfromgivenchargeconfigurations,useGauss’Lawtodeterminefieldsfromcontinuouschargedistributions,andcalculatepotentialsandelectrostaticpotentialenergies.

• ElectricCurrentandDCcircuits–Understandthebasicsofelectriccurrent,resistance,resistivity,solveproblemsofDCelectriccircuitsanddesigncircuitsforspecificpurposes.

• ChargesinmotionandMagneticField–Establishrelationshipbetweenmovingchargesandmagneticfield,ascertainthegenesisofmagneticfields,understandtheunderlyingprinciplesofsomemagneticdevices

• MagneticMaterials&Earth’sMagnetism–Understandthemagnetisminmatter,applytheknowledgeofearth’smagnetismtodevelopnavigationsoftware,GPS,etc.Beabletoexplaintheworkingofdevicesbasedonmagneticmaterialslikecomputerdatastoragedevices.

• ACcircuitsandElectromagneticInduction–Understandandapplytheconceptsofalternatingcurrentandvoltagesthatpowerupalmostallofourelectricalandelectronicdevicestodesignandtroubleshootreallifecircuits,understandthefundamentalprinciplesofelectromagneticinductionandapplythemtosolveproblemsrelatedtopowergeneration

• ElectromagneticWave–Gaininsightsintothebackboneofmoderncommunicationsystemsforwritingeffectivesoftwareforcommunicationsystems.

• Interference&DiffractionWaves–Identifyphenomenondisplayedsolelybywavesandcalculatemicroscopicquantitieslikewavelengthsandfrequenciesoflightsourcesconvenientlybyapplyingconceptsofinterferenceanddiffraction.

• LaserandOpticalFiber–SelectappropriateequipmentbyapplyingknowledgeofthetypesandcharacteristicsofLasersandOpticalfibers.

• Atoms&Nuclei–Thehistoryofatomsdatesbackto4thcenturyBCbutcouldnotgaintractiontill17thcenturyduetoinadequateexperimentaltechniques.Herewerevisitlandmarktheoriesandexperimentstounderstandthepropertiesandnatureofatomsandnuclei,establishtheoriesandapplythemtocalculate,predictandmodelvariousphysicalsituationsrangingfromtheatomstostars,understandthephenomenalikefission,fusion,massdefect,etc.andtheirapplicationstodeviceslikenuclearreactors.

Books:

• FundamentalsofPhysics,Volumes1&2byHalliday,ResnickandWalker,10thedition

CalculusII


3 -

CalculusIIcontinuestheintuitive,practical,numericalandtheoreticaldevelopmentofintegration,inversefunctions(exponential,logarithmicandinversetrigonometricfunctions),techniquesofintegration(e.g.integrationbyparts,integrationusingsoftwaretools,andotherstandardmethods),andfurtherapplicationsofintegrationandmodelingfromtherealworld(includingdifferentialequations,parametricequations,andpolarcoordinates).ThiscoursemakesuseofextensiveuseofGUIbasedsoftwaretosolveproblems.TheintendedaudienceofthiscourseisCSmajorsspecializinginsoftwaredevelopment.

PerformanceObjectives:

• ApplicationsofIntegration–Studentswillbecomeskilledworkingwithappliedrealworldapplications.Studentswillpracticeusingcomputersandothertoolstoexploreandmoredeeplyunderstandintegrationandtheimplicationsofusingthesetoolsinsolvingreal-worldproblems.

• InverseFunctions–Studentscontinuetoexploreexponential,logarithmicandinversetrigonometricfunctionsandtheirapplicationsintherealworld.

• TechniquesandFurtherApplicationofIntegration–Thisunitfurtherstheapplicabilityofintegrationbymeansofthestandardtechniques,suchasintegrationbyparts,trigonometricintegrals,andhowvariouscomputerlibrariesandtoolsenablepracticalsolutionstomorecomplexrealworldproblems.

• DifferentialEquations–Thisunitfocusesonmodelingrealworldproblemsinwaysthatcanleadtosolutionsusingbothanalyticaswellascomputationalmethods.

• ParametricEquationsandPolarCoordinates–Thefinalunitofthisclassexplorescurvesdefinedbyparametricequations,Béziercurves,areasandlengthsinpolarcoordinates,conicalsections,andpracticalproblemsolvingusingtheseconcepts.

Books: Calculus: Early Transcendentals, International Metric Edition. Stewart, James. EighthEdition,ISBN-13:978-1305266728

ApplicationDevelopment


3 -

ThisclassprovidesasolidfoundationforprogrammingusingObjectOrientedProgramming(OOP)methodsandJava.Thisclassaddsprogrammingvocabulary,concepts,tools,criticalthinkingskills,andprofessionalwaysofworkingandbehavingtothefoundationsestablishedintheprogram’sfirstsemester.

Performance Objectives:As a result of successfully completing this course, students will beableto:

• Implementsmalltomedium-sizedJavaapplicationsemployingTest-DrivenDevelopmentwhengivenappropriatebasicUMLdesigndocuments.

• Designandimplementsmallconsole-basedI/Ojavaapplicationsandapplicationsthatreadandwritefiles.

• Designandimplementsmalltomedium-sizedevent-drivenJavaapplicationsusingJavaFX.

• ContinuetogrowanunderstandingofUMLformalismsinthestudyofapplicationdesignandincommunicationwithothersoftwareprofessionals.

• Understandandimplementbasicencapsulationinordertoenhanceopportunityforreuseandtosimplifycodeandmakeiteasiertounderstand.

• ContinuetoproduceEngineeringNotebookentriesforfuturereferenceandfordocumentingthecreationofIntellectualProperty.

• Continuetoaddcompellingevidencetoone’sprofessionalportfolio.


ScienceandEngineeringCalculatorProjectforcriticalspacemissionprofessionals–Theprojecthaseachinternworkinginsmallgroupstoexplorehowtoimplementfourindividualsolutionstothecalculatorproject.Thefirstcalculatorisanintegercalculator.Thesecondisadoublecalculatorwithsquarerootadded.Thethirdenhancesthecalculatorbymeansoftheadditionoferrortermstomeasuredvalues.(Forexample,howdoesoneaddandmultiplyvaluesintheformofmmmm±eee.)Thefinalenhancementistoimprovetheexpressionoftheresultssothatmeaninglessdigitsbeyondthepointofsignificance(asdefinedbytheerrorterm)arenotdisplayed.

ToolforimplementingFiniteStateMachines(FSMs)toenhanceJavaApplications–Thisprojectusestablestorepresentfinitestatemachines,andmakesitpossibleforthesetablestodrivetheexecutionofthefinitestatemachineaspartofaJavaapplication.ThesetabledrivenmachinescanserveasrecognizersaswellasothertoolsmakingiteasiertousedFSMsaspartofanapplication.

Excelspreadsheetdataanalysis–Thisprojectprovidestheknowledgeandthepracticedskillto

programmaticallyreaddatafromanExcelspreadsheet,processandanalyzeit,produceresults,and/orcreatesanewresultingspreadsheet.





Books:BigJavaEarlyObjectsbyHorstman

SoftwareTesting&Tools


3 -

Inthisclassstudentsareimmersedintworealistictestingsimulations;oneasaSoftwareDeveloper,andtheotherasaTesterwhoispartofaSystemTestTeam.

PerformanceObjectives: As a result of successfully completing this course, studentswill beableto:

• AsaSoftwareDeveloper:o DefineandimplementUnitTestso ImplementTestSuiteso UseTesttoolsforexecutingUnitTestso UsetoolsforDefectManagemento DefineandcollectUnitTestMetricso GenerateUnitTestReportso DefinetheEntryandExitcriteriaforUnitTest

• AsaSystemTester:o DefinethescopeandstrategyfortheApplicationunderTesto IdentifytheTestApproachandTechniqueso EstimatetheTestEfforto CreateaBaselineTestPlano DefineandcollectTestMetricso DesignTestso BuildTestSuiteso DefinetheEntryandExitcriteriaforalllevelsofTestingo UseTesttoolsforTestManagement,executionandDefectManagemento GenerateTestReportso ClosetheTest


AsaSoftwareDeveloper.Studentsrole-playasadeveloperonasmallteamforasoftwareconsultingcompany.Studentsareprovidedwiththebase-codeofasoftwareproduct,requirementsforsomenewfeatures,aproductdefectlist,andproductreleasecriteria.Studentswillupdatetheproductcode,unittesttheirupdatesusingprofessionaltoolsandprocessesand,whendone,releasetheupdatedproductcodetotheTestgroupforSystemTesting.

AsaSystemTester.Studentsrole-playaspartofaSystemTestingteam.Theteamreceivesan

updatedsoftwareproductandreleasenotesfromthesoftwaredevelopers,testthereceivedproductusingprofessionaltoolsandprocesses,andgenerateatestreporttomanagementdescribingthestateoftheproduct.

GiveandReceive360-degreefeedback.Studentsfollowaprocesswheretheylearnhowtogiveandreceivefeedbackabouteachother’sbehaviorandperformanceinthecourseinapositiveandprofessionalmanner.





Books:None

CommunicationsII


3 -

ThiscollegelevelwritingclassexpandsandrefinestheobjectivesofCommunicationsI.AswithCommunicationsI,thisclasssimulatesareal-worldbusinessenvironmentinwhichthestudentwritescompositionsrequiredbyvariousbusinessscenarios.Thecourseintroduceswritingresearch-basedanalytical,evaluative,andpersuasive/argumentativecompositionsusingrhetoricalandresearchstrategies.

PerformanceObjectives:Asaresultofsuccessfullycompletingthiscourse,studentswillbeableto:

• Recognizetherhetoricalfeaturesofanycompositionpiece.• Analyzetherhetoricofanycompositionpiece.• Respondtoauthorsofdifferenttypesofcompositionbywritinganessayinthe

appropriatetonewithconsiderationoftheaudience.• Makeeffectiveuseofrhetoricaltechniques.• Writeunified,coherentandwell-developedanalytical/rhetoricalessays• Writearesearchedargumentusingatleast8scholarly/peerreviewedsources,withthe

optionofusingsomenon-scholarlywebsourcesasadditionalsupport.• Usethelibrary’spublicaccesscatalogtolocatebooksandarticles,includinguseofthe

onlinearticledatabases.• UseMLAorAPAdocumentationstyleappropriatelypertheassignmentrequirements.• Readcritically,outline,andsummarizecomplexanalyticalessays/articles.• Applyawell-formedprocesswhencompletingwritingassignmentstofacilitatequality

resultsinatimelymanner.• Writegrammaticallycorrectsentences.





Books:

• None

Documents

Software Development CS BTech (SD) Program - … Development CS BTech ... how to use hardware and software tools to ... project introduces students to HTML and a simple HTML editor