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Activity 4-1

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Array Concepts

Examining Data Structures

Unit 4 Activity 1

Time:  160 minutes

Description

Students identify the programming techniques (i.e., storage of data in lists and tables, sorting and searching data) that are necessary to program a database. This allows students to write programs that efficiently store and manipulate larger amounts of data than the programs developed in previous units. Array concepts, including element value, index, and bounds, are explored using models. They examine written examples of programs illustrating basic application of a variable array. Students develop thinking skills through analysing programs using variable arrays to input, process, and output data (e.g., class set of marks).

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;
A4. use proper code maintenance techniques and conventions when creating computer programs.
B2. design software solutions to meet a variety of challenges;
C3. demonstrate an understanding of the software development process.
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;
A1.5 describe the structure of one-dimensional arrays and related concepts, including elements, indexes, and bounds;
A1.6 write programs that declare, initialize, modify, and access one-dimensional arrays.
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.
B2.1 design programs from a program template or skeleton (e.g., teacher-supplied skeleton, Help facility code snippet);
C3.1 demonstrate an understanding of an integrated software development environment and its main components (e.g., source code editor, compiler, debugger);
C3.2 work independently, using support documentation (e.g., IDE Help, tutorials, websites, user manuals), to design and write functioning computer programs;

Prior Knowledge & Skills

Students:

  • understand how data is stored in string and numeric variables (Unit 2);

  • can use an operating system to perform tasks such as managing files;

  • can use built-in networking functions such as shared files and input/output devices;

  • are able to implement a comprehensive backup strategy for files.

Planning Notes

  • Review basic syntax (Appendix 4.1.1) of one-dimensional array structures for specific language used.

  • Prepare notes to illustrate basic structures of declaring arrays, totalling array elements, inputting data from the keyboard or data file, and outputting results to the screen.

  • Prepare demonstrations using models (e.g., on chalkboard, paper and pencil, deck of cards), giving students visual representations of data storage and manipulation in arrays.

Teaching/Learning Strategies

The teacher:

  • presents visual representations of array structures using models such as a set of numbered envelopes, each containing a word or number;

  • assists students in identifying examples of data that can be represented using an array (e.g., names of motel room occupants or post office box holders);

  • defines basic structure of a one-dimensional array;

  • clarifies differences between the index (0, 1,…10) and the value of an array element;

  • demonstrates, through the development of the code for a simple program, the control structures necessary to store data in an array.

Students:

  • in groups of four, brainstorm a description of the data that would be part of a database of a sports team in the school and the programming techniques required (e.g., representing a table of data, sorting data, and searching for matching data), which forms the culminating challenge for this unit;

  • manipulate visual models, illustrating storage of data in one-dimensional arrays;

  • in pairs, summarize concepts of arrays in their own words and apply the concepts by identifying additional examples of data that can be represented using an array;

  • develop, using pencil and paper, the code for a simple program (e.g., storing and displaying the list of classes that they are currently taking).

Assessment & Evaluation of Student Learning

Thinking/Inquiry - Application X Communication X Knowledge X

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

Evidence of student achievement of the concepts of one-dimensional variable array structures is assessed at the completion of Activity 2. At that time, students have applied the concepts in the development of programs requiring the use of one-dimensional arrays.

Accommodations

The following are ways in which the activity can be adapted to accommodate the student’s needs:

  • teachers should consult the OSR, IEP, Guidance, and Special Education staff with respect to student exceptionalities;

  • provide print copies of on-line and print resources to individual students as appropriate;

  • provide support through one-to-one teacher-directed conferencing to ensure understanding.

Resources

  • Hume, J.N.P. Problem Solving and Programming in Turbo Pascal. Toronto: Holt Software Associates Inc., 1994. ISBN 0-921598-19-X

  • Hume, J.N.P. Problem Solving and Programming in Turing. Toronto: Holt Software Associates Inc., 1993. ISBN 0-921598-16-5

  • Wright, Peter. Peter Wright’s Beginning Visual Basic 6.0. Birmingham, UK: Wrox Press, 1998. ISBN 1-861001-05-3

Source: Public and Catholic District School Board Writing Partnership,  Course Profile: Computer and Information Science, Grade 11, University/College Preparation ICS3U, Queen’s Printer for Ontario, 2001, adapted.

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