IDC4U Interdisciplinary Studies: Blockchain Technology – Grade 12 (University)

IDC4U Blockchain Technology online is one of over 160 secondary school courses that Blyth Academy Online offers.

Courses Offered

 
 
 
 
 
 
 
 
BUY NOW

PREREQUISITE: Any University or University/College preparation course

GRADE: 12 (University)

AVAILABILITY: Blyth Academy Online

THE ONTARIO CURRICULUM: Interdisciplinary Studies

CREDIT CROSSOVER: Although Interdisciplinary Studies courses focus on different subject matter, the IDC4U course code can only count as one credit on a student’s transcript, even if multiple courses are taken. For example, a student that has completed IDC4U – Artificial Intelligence and IDC4U – The Elite Athlete will only earn one credit in total on their final transcript. Each course (along with the final grade) will show, however, a credit value of zero will be applied to the second IDC4U course. This also applies to students using IDC4U as one of their top six marks when applying to university; one only course may be used as an achieved credit out of the six.

In this course, students will learn about blockchain history, business models, use cases, and innovation for the next course of future global developments. Blockchain technology will help students combine the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research, students will analyze the connections among diverse subjects and disciplines; develop information literacy skills in analyzing, selecting, evaluating, and communicating information; and become aware of a variety of blockchain resources and viewpoints on technological issues. Students will also examine their own learning styles and lifestyles, relate their inquiries and research to global situations, and investigate career opportunities in blockchain technology.

UNIT ONE

Bitcoins and Altcoins
Essential Question: How does blockchain technology change our world?
  • In this unit, students will learn about how blockchain technology creates coins to attribute value to the blockchain network. Students will be given the tools to analyze and monitor a growing number of coins.

UNIT TWO

Blockchain Explorers and Use Cases
Essential Question: How can I use the block explorer to better understand how a blockchain works?
  • In this unit, students will learn how digital currencies operate on the blockchain, and what a blockchain is in more detail by searching transaction data, blockchain addresses, and understanding how cryptocurrencies operate on a blockchain. Students will also learn how to use the blockchain in real life by sending and receiving Synchrolife restaurant food tokens. These transactions will be logged to the Ethereum blockchain, and students will be required to report on their transactions as part of a blockchain learning process. Being involved and integrated into the blockchain is just as important as studying what it does.

UNIT THREE

Powering the Blockchain
Essential Question: How is global power consumption affected by machines used to power the blockchain?
  • In this unit, students will learn how blockchains are powered, and what this means for power consumption around the globe. Can the blockchain be environmentally friendly? Students will also explore the concept of mining Bitcoin and Altcoins, speculative pricing, mining calculators, electricity costs, the concept of efficiency, and how a growing blockchain can be both good and bad for business.

UNIT FOUR

Blockchain Evolution
Essential Question: How is cryptocurrency affecting society?
  • In this unit, students will research the concepts of space and place and how coin usage can vary by geography. Even though cryptocurrency is for the most part border-less (anyone anywhere can use it), usage of certain coins is favoured in certain areas (due to social influences within geo-regions). Here students will look at real-world projects that use blockchains, and try to make sense of them in a Canadian context.

UNIT FIVE

Using the Blockchain for Business
Essential Question: How does the blockchain revolutionize the way businesses are created and managed?
  • In this unit, students will discover why the blockchain is an active model for developing business.

CULMINATING PROJECT

30% of Final Grade
  • This project is the final evaluation of IDC4U Blockchain Technology. This project will challenge students to use all concepts learned throughout this course and is worth 30% of the final grade.
BUY NOW

Though our physical doors remain temporarily closed, the minds of our students stay open. Summer classes are continuing to meet on their regular daily schedules, in virtual classrooms with face-to-face instruction and peer interaction.  The Blyth Academy model of small class sizes, flexible scheduling and individualized approach have enabled us to remain faithful to our standards. Our commitment to ongoing and meaningful communication between school, teachers, students and families has been critical to this effort.

Although our students have transitioned into summer mode and COVID-19 restrictions have begun to loosen, we are looking ahead to what September will hold for our campuses and families.
We want to be clear - our preference and our priority is to get students back to our campuses, but we must ensure this is done in a safe and effective way. While we await official guidance from Public Health and the Ministry of Education, a "return to school" task force has been hard at work putting concrete operational plans in place for all likely scenarios. This includes a full return to campus with safeguards, a blended model of virtual and in-campus learning and the continuation of fully virtual classrooms. All scenarios will provide robust learning and live, daily instruction and interaction with teachers and peers. 
With ten campuses across Ontario, we realize that each one of our schools is a unique space and community. We will be implementing across-the-board policies on hand washing, facility cleaning and social distancing measures. Each school is also prepared to pivot individually based on the guidance of local health authorities and to best serve students and families. 
Our recent survey showed that over 80 per cent of Blyth Academy families are eager to return to campuses, and we are hard at work to prepare for this day. As September's scenario becomes clearer and more information becomes available, we will continue to communicate. 

You have Successfully Subscribed!