YWIES YANTAI 2014
WEEKLY PLANNER
TO BE COMPLETED AND SUBMITTED BY 4PM ON THE TUESDAY OF THE PRECEEDING WEEK
WEEKLY LESSON PLAN
SUBJECT: C Sc
SEMESTER: 1
YEAR LEVEL: 12
WEEK: 11 - 20
TEACHER: Ravuru Paul
UNIT TITLE: Fundamental problem-solving and programming - Algorithm design and problem-solving KEY VOCABULARY/TERMS
Corrective maintenance - Adaptive maintenance - Structured Chart - Algorithm design and problem-solving - Algorithms Design Symbols and controls.
Main memory , Input, output and storage devices, Client- and server-side scripting, IP addressing, Networks,
Number Representation, Images, Sound, Video & Compression techniques.
KEY CONCEPTS / SKILLS /
UNDERSTANDINGS
Corrective maintenance
ACTIVITIES / ASSIGNMENTS
Demonstrate the use of dry runs (desk checking) on simple
arithmetic programs with loops.
• perform white-box testing by:
ASSESSMENTS
Checking student active
Participation
Start with algorithms/programs without errors.
Lesson 1
o
o
selecting suitable data
using a trace table
DIFFERENTIATION
http://yewwahcsc.wikispaces.com/
Students present their
understanding in their sites
for the topics we are covering.
Then give learners algorithms/programs with a simple error
that they can find as a result of doing a dry-run. They should
then be able to correct the error and check the revised
algorithm/program works correctly.
Reaching the targets set for
the tasks.
Adaptive maintenance • make
amendments to an algorithm and data
structure in response to specification
changes
Give learners an algorithm/program they can amend.
For example:
A program that reads in 20 numbers using a FOR loop could
be amended so it reads in numbers until some terminal value.
Students present their
understanding in their sites
for the topics we are covering.
• analyse an existing program and make
amendments to enhance functionality
The following bubble sort algorithm could be improved:
FOR value1  1 to (n-1)
FOR value2  1 to (n-1)
COMPARE List[value1] with List[value2]
IF greater THEN swap elements
ENDFOR
ENDFOR
• identify any error(s) in the algorithm by
using the completed trace table
RESOURCES
Notes and exercises on trace tables:
http://en.wikibooks.org/wiki/Alevel_Computing/AQA/Problem_Solvi
ng,_Programming,_Data_Representat
ion_and_Practical_Exercise/Problem_
Solving/Trace_tables
Lesson 2
• amend the algorithm if required
Learners complete 9608 Specimen Paper 2 Q4.
Checking student active
Participation
Reaching the targets set for
the tasks.
http://yewwahcsc.wikispaces.com/
9608 specimen paper:
Specimen Paper 2 Q4
YWIES YANTAI 2014
Corrective maintenance
WEEKLY PLANNER
TO BE COMPLETED AND SUBMITTED BY 4PM ON THE TUESDAY OF THE PRECEEDING WEEK
Demonstrate the use of dry runs (desk checking) on simple
arithmetic programs with loops.
• perform white-box testing by:
Start with algorithms/programs without errors.
o
o
selecting suitable data
using a trace table
Lesson 3
• identify any error(s) in the algorithm by
using the completed trace table
• amend the algorithm if required
Adaptive maintenance • make
amendments to an algorithm and data
structure in response to specification
changes
Then give learners algorithms/programs with a simple error
that they can find as a result of doing a dry-run. They should
then be able to correct the error and check the revised
algorithm/program works correctly.
Give each group time to brainstorm a solution, put all solutions
together and see if that fulfils the original task. In this instance it
does not matter if the group's solutions work – if not it is better to
provoke discussion about definition of each group's task, what we
asked them to do, what input they required and what output they
were expected to give. This should develop the idea of modular
notation (on input, process, on output) as used in standard
programming techniques.
Checking student active
Participation
Students present their
understanding in their sites
for the topics we are covering.
Reaching the targets set for
the tasks.
http://yewwahcsc.wikispaces.com/
Structured programming:
http://en.wikibooks.org/wiki/Alevel_Computing/AQA/Problem_Solvi
ng,_Programming,_Data_Representat
ion_and_Practical_Exercise/Fundame
ntals_of_Programming/Fundamentals
_of_Structured_Programming
Lesson 7
Lesson 6
Lesson 5
Lesson 4
• analyse an existing program and make
amendments to enhance functionality
RAPTOR, free program flowchart
interpreter software that allows
learners to draw a flowchart and
check its functioning by executing it:
http://raptor.martincarlisle.com/