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Karel 16
CheckList
Rubric
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WhileBot: Introducing the While Loop
| Unit 2 |
Activity 5 |
Time:
160
minutes
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Description
This activity introduces the repetition structure, a
basic programming structure. Students will trace programs, recognize problems,
and write simple programs which include counted and conditional loops. Students
use Boolean operators to create compound exit conditions. Students will continue
to practice the problem solving process by creating solutions to problems which
include repetition structures.Students build programs that combine selection structures with repetition
structures.
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
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| 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; |
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Specific Expectations
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| A1.1 |
use constants and variables, including integers, floating
points, strings, and Boolean values, correctly in computer
programs; |
| A1.4 |
demonstrate the ability to use Boolean operators (e.g., AND,
OR, NOT), comparison operators (i.e., equal to, not equal to,
greater than, less than, greater than or equal to, less than or
equal to), arithmetic operators (e.g., addition, subtraction,
multiplication, division, exponentiation, parentheses), and
order of operations 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:
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have used a programming environment;
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write simple programs which include input, output, and
variable manipulation;
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have been introduced to the problem solving process;
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understand the difference between the programmer and the
user;
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have used selection structures;
Planning Notes
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The introduction to the basic structures of repetition
and selection may be made in either order. These structures are the building
blocks of most programming languages.
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Nested repetition statements should not be introduced
until the final activity in this unit. Compound exiting conditions (i.e. use of AND, OR, and
NOT) should be introduced with this activity.
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Most programming languages include a counted loop (for)
and loops with explicit exit conditions.
Teaching/Learning
Strategies
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Demonstrate the need for a repetition construct by
posing problems that require loops.
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Use PowerPoint presentation to explain construct.
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Students will systematically test loop constructs.
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Investigate the fencepost problem seen in loop
constructs.
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Demonstrate the flowchart and syntax for a loop
statement.
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Students will write simple programs which use a
loop statement Karel 16 (Activity
2.5.1).
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Demonstrate the syntax for compound exit conditions
statements.
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Students will trace programs involving repetition
structures.
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Students will recognize and identify solutions for
problems which require the use of repetition structures.
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 LearningAccommodations
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provide pseudocode for some problems;
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use pair programming techniques while students are
writing their initial programs (see Resources);
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restricting use of
compound exit conditions;
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investigate syntax of other programming languages.
Resources
- 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/
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