|
Yahtzee
Rubric
| |
Developing a Plan
| Unit 5 |
Activity 2 |
Time:
320
minutes
|
Description
This activity focuses on the planning stage of the
problem solving process. Students will apply planning techniques learned earlier
in the course to a relatively large group or individual project. The plan for
the programming project should emphasize modular design.
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
|
| 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
|
| 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). |
| 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. |
| B2.2 |
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; |
| B2.4 |
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; |
| B4.4 |
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; |
| B4.6 |
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:
-
know
and understand the steps of the problem solving process;
-
understand
and can write programs with selection and repetition structures, data
structures, and subprograms;
-
have
seen and used at least one planning technique in the context of small
problems.
Planning Notes
-
The
major goal of the final project should be to have students apply what they
have learned, throughout the course in the context of a larger problem.
Teachers should act as a project manager or advisor.
-
Teachers
must decide the format for the final project. They may have all students
working on the same basic problem, or students may choose their own problems
within some clearly stated specifications. Students may work individually or
in groups. Group projects are closer to the real-life software development
process, and they can be larger in scope. However, individual assessment
becomes more difficult and the students and teachers must accept the
overhead cost of applying group management skills.
-
Planning
a solution is the single most difficult step in the problem solving process.
With a good plan, creating a solution should be relatively trivial.
Understandably, most students will struggle with this process.
-
Evaluation
of this activity should be tied to the project as a whole.
Teaching/Learning
Strategies
-
All students after the presentation of Activity 5-1 (Defining
the Problem)
will select the main classes that will be developed in the final project (Short
List) (Appendix 5.2.1).
-
Students
will develop a modular plan for a programming project based upon clearly
defined specifications by developing important methods.
-
Students will clearly document the plan using planning techniques
Memo #2 (Appendix 5.2.2) and
Memo #3 (Appendix 5.2.3).
-
Students
will develop a plan which divides the solution into modules, each of which
must be modified.
-
Students
will use the plan to divide tasks. Tasks may be divided amongst group
members, or divided into a timeline with clearly stated deadlines.
-
Students
will evaluate the advantages and disadvantages of their planning techniques.
-
Students will create a skeleton program to help evaluate their planning.
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 important methods,
-
a
formative assessment of the students’ individual work within a group
setting, if applicable.
-
a
summative assessment in the form of a report
Written Presentation Rubric
(Appendix 5.2.4) on the relationship between the
plan and the actual coded solution, and
-
a
summative assessment in the form of class presentation
Oral Presentation Rubric (Appendix
5.2.5) of the skeleton program.
Accommodations
The
following are ways in which the activity can be modified to accommodate
students' individual needs:
-
provide
a planning framework to which students will add modules;
-
select
group members based upon previous classroom performance and recognized
strengths and weaknesses;
-
investigate
software development tools;
-
provide
a graduated set of specifications, such as basic requirements, minor
enhancements, major enhancements.
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
-
Carter, John. Problem
Solving in Pascal. Toronto: Addison-Wesley Publishers Limited, 1989,
pp. 343, 350. ISBN 0-201-11215-9
- Roedy Green. How to write unmaintainable code. http://mindprod.com/unmain.html
Source:
Roy
Paterno. Association of Computer Science Educators. Grade 11 Resources -
Draft Version. http://www.acse.net/Grade11/ICS3U.doc.
August 10, 2001. Adapted. |