|
Karel 17
Mark sheet
| |
Team
Programming Project
| Unit 2 |
Activity 7 |
Time:
400
minutes
|
Description
Students work with a partner to develop a project that combines selection,
looping and variables using the software development cycle model.
Strand(s) & Learning
Expectations
Strand(s):
A. Programming Concepts
and Skills
B. Software Development
C. Computer Environments and Systems
D. Topics
in Computer Science
|
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; |
| B4. |
apply a software development life-cycle model to a software
development project. |
|
Specific Expectations
|
| A1.1 |
use constants and variables, including integers, floating
points, strings, and Boolean values, correctly in computer
programs; |
| A1.3 |
use assignment statements correctly with both arithmetic and
string expressions 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; |
| A2.3 |
write algorithms with nested structures (e.g., to count
elements in an array, calculate a total, find highest or lowest
value, or perform a linear search). |
| 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; |
| B3.2 |
solve common problems (e.g., calculation of hypotenuse,
determination of primes, calculation of area and circumference)
by applying mathematical equations or formulas in an algorithm; |
| B3.3 |
design algorithms to detect, intercept, and handle
exceptions (e.g., division by zero, roots of negatives). |
| B4.2 |
use a variety of techniques (e.g., dialogue, questionnaires,
surveys, research) to clarify program specifications; |
| B4.3 |
use project management tools (e.g., Gantt chart, critical
path diagram, PERT chart) to show tasks and milestones in a
teacher-led project; |
| B4.4 |
use a test plan to test programs (i.e., identify test
scenarios, identify suitable input data, calculate expected
outcomes, record actual outcomes, and conclude ‘pass’ or ‘fail’)
by comparing expected to actual outcomes; |
| B4.5 |
use a variety of methods to debug programs (e.g., manual
code tracing, extra code to output the state of variables); |
| B4.6 |
communicate information about the status of a project (e.g.,
milestones, work completed, work outstanding) effectively in
writing throughout the project. |
Prior Knowledge &
Skills
- Students will know how to work with classes, methods, selection
structures, while loops, and numeric and boolean variables.
Planning Notes
- Students need to be familiar with the story How the Grinch Stole
Christmas by Dr. Suess. Get the book from the library or get a DVD copy.
Teaching/Learning
Strategies
- review the software development model
- introduce students to the story of How the Grinch Stole Christmas
by either reading it or watching it
- distribute the assignment
Karel 17 (Appendix 2.7.1)
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
Accommodations
- supply pseudo code for the various actions
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/
|