|
Keyboard class
Converting between types
4 Step method
homework
Practice 4 step programming method
Getting Rid of All Those Decimal Places
SelectionExample Class
Assignment
| |
Keyboard Input
| Unit 3 |
Activity 1 |
Time:
160
minutes
|
Description
Students explore
keyboard entry in Java.
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; |
|
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; |
| 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; |
| 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). |
| B4.4 |
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); |
Prior Knowledge &
Skills
Students:
Planning Notes
-
Make
connections to problem-solving strategies previously introduced.
-
Provide
on-line and/or print resources for shared use by students.
-
Gather
material about mathematical functions and built-in functions in items such
as calculators, spreadsheets, and word processors for comparison.
Teaching/Learning
Strategies
-
use PowerPoint outline to build class to allow keyboard entry
-
Distribute Keyboard class
Keyboard class (Appendix
3.1.1)
-
discuss need to convert to numeric data for math
calculations Converting
between types (Appendix 3.1.2)
-
discuss 4 Step method
(Appendix 3.1.3) for solving simple problems
-
assign homework
practice problems (Appendix 3.1.4)
-
additional questions with more difficult equations
(Appendix 3.1.4a)
-
formatting numbers (Appendix 3.1.4b)
-
give
SelectionExample Class (Appendix 3.1.5) as an example
-
assign activity assessment
Assignment (Appendix 3.1.6)
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 LearningThe 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
peer and self-evaluation of the students’ work;
-
a
summative assessment in the form of an
Assignment (Appendix 3.1.6).
-
a
summative assessment in the form of a quiz.
Accommodations
The
following are ways in which the activity can be adapted to accommodate
exceptional students’ needs:
-
provide
print copies of items and specific vocabulary new to students;
-
selectively
pair/group students to assist with work;
-
provide
“scaffolded” programs (i.e., program listings with subroutine headings,
loop structures, etc. already included) to help struggling students;
-
use
peer/mentor support for recording results and journal entries.
Resources
|