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Activity 4-2

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InitArray.java
InitArray1.java
InitArray2.java
SumArray.java
SumArray1.java
SumArray2.java
Exercise 4-2-1
Exercise 4-2-2
Exercise 4-2-3
Labs
Rubric

Data in Lists

Unit 4 Activity 2

Time:  240 minutes

Description

Students write programs to store, process, and output lists of string or numeric data, using a one-dimensional array to solve problems, such as managing a class set of marks, the names of the elements, or members of a school team, and applying the concepts examined in Activity 1. They move data between an array and a sequential file and use a linear search to locate matching information in the array. They also apply tracing techniques to error-check and debug programs.

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:

  • have stored and manipulated data in sequential files;

  • can apply repetition structures (loops);

  • can apply selection structures (if-then);

  • are able to incorporate subroutines, functions, and menus;

  • have used tracing and debugging techniques.

Planning Notes

  • Review sequential file structure and manipulation.

  • Choose appropriate examples and models illustrating the use of arrays and files.

  • Review data types.

  • Prepare sample data files for use with the exercise problems.

Teaching/Learning Strategies

The teacher:

  • facilitates a discussion on the steps for using one-dimensional arrays in creating and storing lists of  information;

  • illustrates, using a program example, the step-by-step logical process for reading a list of information into an array and determining the number of elements in the list;

  • solicits responses from students to develop pseudocode for a program using a list (e.g., a list of integers), including array declaration;

  • assists students in applying developed tracing and debugging techniques to array problems;

  • assigns programming exercises requiring use of arrays.

Students:

  1. creating a variable array to store a list of a specific data type;

  2. determining the number of elements in an array;

  3. displaying information contained in an array;

  4. reading data from a sequential file into an array;

  5. writing data stored in an array to a sequential file;

  6. manipulating and analysing the data contained in an array (e.g., finding total, mean, smallest, and largest values in an array.);

  7. searching for specific elements in an array.

Assessment & Evaluation of Student Learning

Thinking/Inquiry - Application X Communication - 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

Students complete and submit their solution to a selected problem from Exercise 4-2-2 (Appendix 4.2.10). Evidence of students’ achievement of the application of one-dimensional variable array structures in the solution of the problem is assessed using a rubric (Appendix 4.2.11). The rubric is distributed to students at the outset of the activity.

Accommodations

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

  • provide print copies of subroutines and vocabulary new to students;

  • selectively pair students to assist with developing and debugging code;

  • provide a “scaffolded” program, with subroutine heading, etc. included, to help struggling students.

Resources

  • Stephenson, Chris. Turing Stuff: A Collection of Teacher-Created Exercises, Projects & Quizzes. Toronto: Holt Software Associates Inc., 1998. ISBN 0-921598-18-1

  • Introduction to Visual Basic – Project 12 (Variable Arrays) – http://www.moorpark.cc.ca.us/~gcampbell/begVB12.htm

  • Arrays in C++ - http://www.cee.hw.ac.uk/~pjbk/pathways/cpp1/node176.html

  • Pascal Tutorial 5C One-dimensional Arrays – http://www.taoyue.com/tutorials/pascal/pas5c.html

 

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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