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Karel 1
Karel 1b
Karel 2
Karel 2b
Karel 3
Karel 4
Karel 5
Karel 5b
Karel 6
Karel 6b
Graphics: Types some words
Graphics: Spell your name
Graphics: Fall scene
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Introduction to Classes, Inheritance, & Overriding
| Unit 2 |
Activity 3 |
Time:
1040
minutes
|
Description
This activity introduces
to the basics of the Java view of the the world: objects that have a state of
being and that can perform actions.Also examined are threads and graphics.
Strand(s) & Learning
Expectations
Strand(s):
A. Programming Concepts
and Skills
B. Software Development
C. Computer Environments and Systems
D. Topics
in Computer Science
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Overall Expectations
|
| A1. |
demonstrate the ability to use different data types, including
one-dimensional arrays, in computer programs; |
| A2. |
demonstrate the ability to use control structures and simple
algorithms in computer programs; |
| A3. |
demonstrate the ability to use subprograms within computer programs; |
| A4. |
use proper code maintenance techniques and conventions when creating
computer programs. |
| B1. |
use a variety of problem-solving strategies to solve different types
of problems independently and as part of a team; |
| B2. |
design software solutions to meet a variety of challenges; |
| B3. |
design algorithms according to specifications; |
|
Specific Expectations
|
| A1.1 |
use constants and variables, including integers, floating
points, strings, and Boolean values, correctly in computer
programs; |
| A2.1 |
write programs that incorporate user input, processing, and
screen output; |
| A2.2 |
use sequence, selection, and repetition control structures
to create programming solutions; |
| A3.1 |
demonstrate the ability to use existing subprograms (e.g.,
random number generator, substring, absolute value) within
computer programs; |
| A3.2 |
write subprograms (e.g., functions, procedures) that use
parameter passing and appropriate variable scope (e.g., local,
global), to perform tasks within programs. |
| A4.1 |
demonstrate the ability to identify and correct syntax,
logic, and run-time errors in computer programs; |
| A4.2 |
use workplace and professional conventions (e.g., naming,
indenting, commenting) correctly to write programs and internal
documentation; |
| A4.3 |
demonstrate the ability to interpret error messages
displayed by programming tools (e.g., compiler, debugging tool),
at different times during the software development process
(e.g., writing, compilation, testing); |
| A4.4 |
use a tracing technique to understand program flow and to
identify and correct logic and run-time errors in computer
programs; |
| A4.5 |
demonstrate the ability to validate a program using a full
range of test cases. |
| B1.1 |
use various problem-solving strategies (e.g., stepwise
refinement, divide and conquer, working backwards, examples,
extreme cases, tables and charts, trial and error) when solving
different types of problems; |
| B1.2 |
demonstrate the ability to solve problems independently and
as part of a team; |
| B1.3 |
use the input-process-output model to solve problems. |
| B2.1 |
design programs from a program template or skeleton (e.g.,
teacher-supplied skeleton, Help facility code snippet); |
| B2.2 |
use appropriate vocabulary and mode of expression (i.e.,
written, oral, diagrammatic) to describe alternative program
designs, and to explain the structure of a program; |
| B2.3 |
apply the principle of modularity to design reusable code
(e.g., subprograms, classes) in computer programs; |
| B2.4 |
represent the structure and components of a program using
industry-standard programming tools (e.g., structure chart, flow
chart, UML [Unified Modeling Language], data flow diagram,
pseudocode); |
| B3.1 |
design simple algorithms (e.g., add data to a sorted array,
delete a datum from the middle of an array) according to
specifications; |
Prior Knowledge &
Skills
Students:
-
have used a programming environment;
-
understand the difference between the programmer and the
user;
-
write simple programs which include input, output, and
variable manipulation;
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have been introduced to the problem solving process.
-
have written programs using simple and compound
selection statements involving Boolean operators.
Planning Notes
Teaching/Learning
Strategies
-
Examine Java view of the world as being made up of objects that have a
certain state of being and that perform certain actions.
-
Introduce
Karel as a model to demonstrate Java's view of the world.
-
Use the PowerPoint note to examine the concept of classes, inheritance and
overriding.
-
Use these activities to expand the concept
of
classes: Karel 1 (Appendix 2.3.1)
and Karel 1b (Appendix 2.3.2).
-
Use these activities to expand the concept
of
inheritance: Karel 2 (Appendix
2.3.3) and Karel 3 (Appendix
2.3.4).
-
Use these activities to expand the concept
of
overriding: Karel 4. (Appendix
2.3.5) and
Karel 6 (Appendix 2.3.6)
-
Use the PowerPoint notes to examine the concept of graphics.
-
Use these activities to expand the concept
of
graphics: Graphics: Types some words
(Appendix 2.3.7),
Graphics: Spell your name
(Appendix 2.3.8), Graphics: Fall
scene (Appendix 2.3.9)
-
Use the PowerPoint notes to examine the concept of threads.
-
Use these activities to expand the concept
of
threads:
Karel 5 (Appendix 2.3.10)
and Karel 5b (Appendix 2.3.11)
Assessment & Evaluation of Student Learning
As Learning
Students will be given time to:
- reflect on their progress/
understanding/areas of concern
based on teacher/student/peer
suggestions (e.g. after test take up)
- journalize their reflections
- reflect on the work of others
For Learning
The teacher will
- observe student progress/performance
- ask questions based on student work
- check homework correctness/completion when appropriate
- review formative quiz results
Of Learning
The teacher and students gather
assessment information based on specific expectations outlined for this activity
including:
-
a formative assessment of the assigned work in the form
of roving conferences,
-
a formative assessment of the students’ work, using a checklist
of criteria created by the teacher.
-
a summative assessment in the
form of a small programming project, and
-
a summative assessment in the form of a quiz
and/or test.
Accommodations
The
following are ways in which the activity can be modified to accommodate
students' individual needs:
Resources
-
Installed
help files and/or manuals for the programming language in use.
-
Any
introduction to programming text will include a section on selection
structures.
-
Williams, Laurie and Kessler,
Robert R., All I Really Need to Know
about Pair Programming I Learned In Kindergarten, Communications of the
ACM, May 2000. http://collaboration.csc.ncsu.edu/laurie/Papers/Kindergarten.PDF
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http://www.howstuffworks.com/boolean.htm
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http:/www.digitalcentury.com/encyclo/update/boole.html
- Hume, J.N. Patterson and Stephenson, Christine. Introduction to Programming in
Java. Toronto, Ontario, Canada. Holt Software Associates Inc. 2000.
ISBN 0-921598-39-4
- Lambert, Kenneth A. and Osborne, Martin. Java Complete Course in Programming & Problem
Solving. Cincinnati, Ohio, USA. South-Western Educational Publishing.
2000.
ISBN 0-538-68707-X
- Arnow, David M. and Weiss, Gerald. |Introduction to Programming Using Java: An Object Oriented
Approach. Don Mills, Ontario. Addison-Wesley. 2000.
ISBN 0-201-61272-0
- Deitel, H.M. and Deitel P.J. Java: How to Program. 3rd ed. Upper Saddle River, New
Jersey. Prentice Hall.1999.
ISBN 0-13-012507-5
- Eckel Bruce. Thinking in Java. 2nd ed. Upper Saddle River, New Jersey,
USA. Prentice-Hall. 2000.
ISBN 0-13-027363-5 available for download from http://www.mindview.net/Books/TIJ/ in various formats
- Eck, David J. Introduction to Programming Using Java 3.1
ed. 2001. Open Publication License. 2000. <http://math.hws.edu/javanotes>
- Stein, Lynn Andrea. Interactive Programming in Java. Morgan Kaufmann
Publishers. 1999.
ISBN 1-55860-557-6 Available for download from http://www.mkp.com/ipij/
- Roedy Green. How to write unmaintainable code. http://mindprod.com/unmain.html
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