Karen North

8/2/2019 Karen North

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Karen North Period 1A, 2A, 4A Computer Science I Lesson 1

TEKS/ Texas Essential Knowledge and Skills:

LEARNER OBJECTIVES:

1. Know class procedures.2. Access basic computer literacy skills through observation in using a word processing program.3. Understand why everyone should learn to program.4. Demonstrate knowledge and use of hardware components and software programs.5. Differentiate current programming languages.

TAAS:

PROCEDURES/ACTIVITIES:

1. Explain Terms:o application packageo program generatoro programming environmento essence of programmingo computer's native language / high-level language

2. Write Motivation BiographyASSESSMENT:Presentation of partner and printed Biography

MATERIALS:
http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/


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1. Software: Microsoft Office 97

2. Hardware: Dell 586, 75 mhz computer

3. Reading fromHow to Design Programs:Preface


LEARNER OBJECTIVES:


1. Evaluate arithmetic expressions in the interaction window.2. Apply rules of computation.3. Demonstrate use of DrScheme's programming environment.

Math TAAS:


1. TAAS Activity: Write expressions using scientific notation in the interaction window.2. Play ping-pong in DrScheme3. Explain terms/concepts:

o rules of computationo programming languageo

datao atomic data

o compound datao operationo primitive operationo DrScheme's programming environment
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htm


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definition window interaction window

4. Evaluate arithmetic expressions

ASSESSMENT: Observe application of arithmetic expressions.

Team student check each other's work.

MATERIALS:1. Software: DrScheme Programming Environment


3. Reading fromHow to Design Programs:Chapter 1 - Students, Teachers and Computers


LEARNER OBJECTIVES:


1. Distinguish between different data types.2. Apply rules of operation.3. Evaluate arithmetic expressions.

Math TAAS:

PROCEDURES/ACTIVITIES:TAAS Activity: Compare rationals and real numbers using Scheme expressions.
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htm


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1. Explain terms/concepts:o integers, rationals, realso inexact representation of a real numbero arithmetic expressiono parenthesizedo nested expressionso rule: (operation A ... B)

whenever A and B a numbers, evaluate the expression, otherwise, A and B are evaluated first.

o primitive operationo advanced mathematical operation

2. Exercise 2.1.1 - Evaluation with advanced math operations3. Team expression evaluation contest

ASSESSMENT:Written and program test on evaluating arithmetic expressions.

MATERIALS:

1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 mhz computer3. Reading fromHow to Design Programs:2.1 - Numbers and Arithmetic


LEARNER OBJECTIVES:



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1. Write and call program definitions.2. Explain parts of a computer program.3. Examine how input/output works in DrScheme.

Math TAAS:

PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program to round a number to a given place value.

1. Accelerated Learning music script activity2. Explain terms:

o variableo variable expressiono programo input / outputo defined programo keywordo descriptive identifier

3. Exercise 2.2.1-2.2.7 - define programs:o squareo fahrenheit-to-celsiuso dollar-to-euroo convert3o various functions f(x)

ASSESSMENT:Software check and explanation of defined programs


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MATERIALS:

1. CD of Pachelbel Cannon / CD player2. Software: DrScheme Programming Environment3. Hardware: Dell 586, 75 mhz computer4. Reading fromHow to Design Programs:2.2 Variables and Programs


LEARNER OBJECTIVES:


1. Summarize the 3 types of program errors.2. Understand use of parameters and schematic shape in a program.

Math TAAS:

PROCEDURES/ACTIVITIES:TAAS Activity: Write a program definition to find the square and square root of an input number.

1.

Explain terms/concepts:o designed ruleo atomic vs compound expressiono schematic shapeo name of programo parameter used for input


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o function callo actual parametero Errors

syntax error run-time error

intuitive laws of algebra and arithmetic logical error

programmer incorrect result

2. Exercise 2.3.1-2.3.3ASSESSMENT:Test on program definitions.

MATERIALS:

1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 mhz computer

3. Reading fromHow to Design Programs:Errors

Karen North Period 1A, 2A, 4A CSI Lesson 5 / Chapter 2 - ERRORS

LEARNER OBJECTIVES:


Math TAAS:



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TAAS Activity: Write a program definition to find percent or percentage.

1. Explain terms/concepts:o designed ruleo Errors

syntax error run-time error

intuitive laws of algebra and arithmetic logical error

programmer incorrect result

2. Exercise 2.3.1-2.3.33. Program on inscribed circle and square.4. Program using formulas from current math/science/economics class.

ASSESSMENT:Presentation of completed programs for softcopy grade.


2. Hardware: Dell 586, 75 MHz computer

3. Reading fromHow to Design Programs:Errors

Karen North Period 1A, 2A, 4A CSI Test Day C1&C2 - Expressions and Program Definitions

LEARNER OBJECTIVES:


Math TAAS:


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PROCEDURES/ACTIVITIES:TAAS Activity: School provided activity plus apply data type program application.

1. Test on Preface and Processing Simple Forms of Data2. Read 2.4, plan programs for 2.4.1, 2.4.2, 2.4.3

ASSESSMENT:

Test Preface, C1, C2.1, C2.2, C2.3


2. Hardware: Compaq 486 or Dell 586, 75 MHz computer

3. Reading fromHow to Design Programs:Course Outline

LEARNER OBJECTIVES:


Top of Form

Bottom of Form

Math TAAS:

Top of Form

Bottom of Form


TAAS Activity: School provided activity using program strategies to solve.


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1. Explain terms/concepts:o Informal problem descriptiono Task - first, actual, programo Relevant vs. irrelevant informationo Consume vs. produceo Relevant variable expression

2. Define a rule as a program by doing Exercise 2.4.1, 2.4.2, 2.4.3o Income taxo Sum of coinso Volume of a planet

3. Practice and discuss ideas on problem solving to master instruction.

ASSESSMENT:

MATERIALS:

1. Software: DrScheme Programming Environment


3. Reading from How to Design Programs:C2.4 Word Problems

Karen North Period 1A, 2A, 4A CSI Lesson 7 / Chapter 2 COMPOSING PROGRAMS

LEARNER OBJECTIVES:


Math TAAS:


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PROCEDURES/ACTIVITIES:TAAS Activity: School provided activity.

1. Explain Concepts:o Several quantities depend on each othero Breaking a problem into several small programso Domain knowledgeo Auxiliary program

2. Exercise 2.5.1 and 2.5.2 with a partner:o Profit with various prices.o Comparison of profits.

ASSESSMENT:

Software check of team computer programs.

MATERIALS:1. Software: DrScheme Programming Environment2. Hardware: Compaq 486 or Dell 586, 75 MHz computer

3. Reading fromHow to Design Programs:C2.5 Composing Programs

LEARNER OBJECTIVES:


Top of Form

Bottom of Form

Math TAAS:

Top of Form


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Bottom of Form


TAAS Activity: Write a program using ratio and proportion.

1. Explain Term/Concepts:o Variable definitiono Constant ruleo Mnemonic variable nameo Givens vs. dependencies

2. Write a letter to parents in Word explaining all concepts mastered currently in program design.3. Create an Excel spreadsheet with grades and determine 3-week average.4. Create an Excel spreadsheet for the lemonade stand example.5. Write a program using constants similar to the lemonade stand program.

ASSESSMENT:

MATERIALS:

1. Software: DrScheme Programming Environment


3. Reading from How to Design Programs:C2.6 Variable Definitions

GROUP GAME with VALUE

Photographs of Student Knot

Student Site - slow to load

OBJECTIVE
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node17.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node17.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node17.htmhttp://www.geocities.com/Athens/Crete/1247/knot.htmlhttp://www.geocities.com/Athens/Crete/1247/knot.htmlhttp://www.geocities.com/Athens/Crete/1247/knot.htmlhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node17.htm


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In playing this game you will untangle a knot of arms made by a group of friends.

If you are sitting around at a party with the girls on one side and the boys on the other,

this is a fun game to break the ice.

GROUPS

Circle(s) of 8-10 students (larger circles are difficult, but challenging)

VALUES

Perseverance, organization, listening, cooperative planning

GAME-- The Group Knot-- one person reads the directions

1. Stand in a circle with 8-10 students, HOLD HANDS.2. Let go of hands, reach into the circle with your right hand.3. Take the right hand of another student.-- DO NOT take the hand of the person next to you.-- If an odd number of students,

have the person left over take someones left hand.4. Reach into the circle with your left hand. Take the left hand of another student.-- DO NOT take the hand of the person

you are already holding-- DO NOT take the hand of the person next to you.

5. Now get untangled without letting go of the hands you are holding.-- Stress, DO NOT LET GO. PERSEVERE!!6. The result will be a new circle like in step 1.-- The order will be different and some people may be facing outward.

Computer Science involves understanding programming language concepts and how these are applied to problem solving. The

essential elements I want my students to learn in CS are all practiced in the Group Knot:

To think To be organized To follow directions


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To communicate To code a computer program

QUESTIONS

1. Could your knot be untangled?-- Some knots cannot be untangled, but those are rare.-- Knots can result in a chain.2. Did your group persevere and solve the problem?Are perseverance and patience essential skills in problem solving?3. What happened if you were day dreaming or talking and did not listen to the directions?4. Why are organized, specific, descriptive instructions important?5. Did one uncooperative person in the group ruin the ability to solve the problem?6. If your group gave up and started a new knot, what did you do differently the second time?7. Which groups were the fastest?Did those groups have a leader who took charge, saw a solution to the problemand gave

directions to other students on where and how to move to get untangled?8. Did you meet a new friend? Would this be a good party game to get people communicating?9. What is the relationship of the group knot to the steps inproblem solving?

This is a common group dynamics lesson.

Karen North Period 1A, 2A, 4A Computer Science I Lesson ?

LEARNER OBJECTIVES:TEKS/ Texas Essential Knowledge and Skills:

1. TLW Design programs using the DESIGN RECIPE.
http://teachertech.rice.edu/CRPC/GT/knorth/Lessons/problem.htmlhttp://teachertech.rice.edu/CRPC/GT/knorth/Lessons/problem.htmlhttp://teachertech.rice.edu/CRPC/GT/knorth/Lessons/problem.htmlhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://teachertech.rice.edu/CRPC/GT/knorth/Lessons/problem.html


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2. TLW Name the parts of the design recipe.

Math TAAS:

PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program.

1. Explain terms:o Program consumes vs produces.o Relationship of inputs to outputs.o Auxiliary program.o Design Recipeo

Contract

o Headero Program's parameterso Purpose statemento Program exampleso Reuse a program as if it were a primitive operationo What a program computes vs. how it is computedo Domain knowledge

2. Find 2 problems from math/science book and solve using the design recipe.3. Write programs from each of the problems.

ASSESSMENT:

Explain the steps of the design recipe.

Apply steps by writing programs using the design recipe to solve word problems.

Test on solving word problems (Chapter 2).


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MATERIALS:

1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:Chapter 2.7

Design Recipe Two - Conditional Programs

Prior Knowledge:Program Definition Design Recipe

DATA ANALYSISCONTRACT, PURPOSE, HEADER - Name of program, Input / Output

NUMBER LINE- For programs which have intervals, map out the numeric situations

EXAMPLES - Function calls (forEACHsituationAND end points) with estimated answers.
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node18.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node18.htmhttp://teachertech.rice.edu/Participants/knorth/CS/dr1.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/dr1.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/dr1.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/dr1.htmlhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node18.htm


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BODYSkeleton / Template: For EACH situation there is ONE COND-CLAUSE

Cond-Clause QUESTIONS: Conditions - Boolean expression that characterizes each situation

Cond-Clause ANSWERS: ie. - FORMULA to calculate the answer for EACH situation


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SIMPLIFY conditional expressions when coding, since each cond-line is evaluated sequentially.

TEST- Execute the program. Compare the computer answerS to your estimateS. Check logic.

See the generic programADDIT, which will solve an interval problem like shown in the above number line. All that changes are

the constant values.

SALARY with CONDITIONSGross Wages - Taxes = Net Pay

DATA ANALYSIS

;;wage: number number -> number

;;compute weekly wages with time-and-half paid for overtime

(define (wage hours hrRate)

EXAMPLES

(wage 20 10) = 200

(wage 40 10) = 400
http://teachertech.rice.edu/Participants/knorth/CS/interval.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/interval.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/interval.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/interval.html


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(wage 45 10) = (+ 400 (* 5 15)) = 475

BODY

Template Conditional Expressions Answers


(cond

[ ]

[ ] ) )

1. ( hours 40) 1. (* hours hrRate)2. (+ (* 40 hrRate) ( * (- hours 40) hrRate 1.5 )) )

Interaction Window

Welcome to DrScheme,

version 100.

Language: Beginner.

200

=200

400

=

400

#i475.0

=

475

Definition Window

;;compute weekly wages with time-and-half paid for overtime


(cond

(( hours 40) (+ (* 40 hrRate)

(* (- hours 40) (* hrRate 1.5))))))

(wage 20 10) = 200

(wage 40 10) = 400

(wage 45 10) = 475

DATA ANALYSIS

;;tax: number -> number

;;compute taxes at 3 different rates: 0-$100 no tax, next $400 15%, over $500 30%

(define (tax wages)


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EXAMPLES

(tax 50) = 0

(tax 100) = 0

(tax 200) = (* 100 .15) = 15

(tax 500) = (* 400 .15) = 60

(tax 600) = (+ 60 (* 100 .3)) = 90

(tax 885) = (+ 60 (* 385 .3)) = about 175

BODY

Template ? Conditional Expressions ? Answers

(define (tax wages)

(cond

[ ]

[ ]

[ ] ) )

1. ( wages 100) ( wages 500)

1. 02. (* (- wages 100) .15)3. (+ (* 400 .15)4. (* (- wages 500) .30))5.

Interaction Window

#i15.0

=

15

#i60.0

=

Definition Window

;;tax: number -> number

;;compute taxes at 3 different rates:

;; 0-$100 no tax, next $400 15%, over $500 30%

(define (tax wages)

(cond


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#i60.0

=

60

#i90.0

=

#i90.0

=90

#i175.5

=

#i175.5

=

180

((


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1. TLW review program definitions withratios and proportions.2. TLW write a menu driven program.

Math TAAS:


1. Explain terms:o Conditional Computingo Boolean Valueso

Relational Operator2. Play ping-pong which uses conditional computing and compound data.3. Write a conditional program which selects various TAAS ratio problems.

ASSESSMENT:

Observation of student's uses of conditional programs.

Printed menu driven conditional program using proportions.

MATERIALS:

1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:Chapter 3 - Conditional Programs and Expressions

Karen North Period 1A, 2A, 4A Computer Science I Lesson C3.1 Booleans and Relations
http://www.crpc.rice.edu/CRPC/GT/knorth/Web/tableRatio.htmlhttp://www.crpc.rice.edu/CRPC/GT/knorth/Web/tableRatio.htmlhttp://www.crpc.rice.edu/CRPC/GT/knorth/Web/tableRatio.htmlhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node19.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node19.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node19.htmhttp://www.crpc.rice.edu/CRPC/GT/knorth/Web/tableRatio.html


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LEARNER OBJECTIVES:


1. TLW apply mathematical claims using Scheme conditions.2. TLW use relational and logical operators.

Math TAAS:


1. Explain terms:o Modificationo True and false claims / truth vs. falsityo Conditiono Individual claim vs compound claimo Relational primitiveo Arithmetic vs Relational and Logical operation

2. Exercise 3.1.1 and 3.12ASSESSMENT:

Quiz using relational and logical operators.

MATERIALS:

1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer


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3. Reading fromHow to Design Programs:Chapter 3.1 Booleans and RelationsKaren North Period 1A, 2A, 4A Computer Science I C3.3 Conditional Programs

LEARNER OBJECTIVES:


1. TLW apply mathematical claims in Scheme programs.2. TLW use arithmetic and relational operators.

Math TAAS: 4.2 Solve problems involving measures.

PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program involving measures using the provided transparency.

1. Explain terms:o Problems which depend on an intervalo Conditional programo Conditional Expressiono Shape of a conditional expressiono cond-line / cond-clauseo Question and answer expressionso Variant of a program2. Exercise 3.3.1, 3.3.2, 3.3.3 and 3.3.4 which use conditional expressions.

ASSESSMENT:

Quiz on conditional expressions.


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MATERIALS:

1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:C3.3 - Conditions and Conditional Programs.

Karen North Period 1A, 2A, 4A Computer Science I C3.2 Progams that Test Conditions

LEARNER OBJECTIVES:TEKS/ Texas Essential Knowledge and Skills:


Math TAAS: 4.1 Use metric and customary units

PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program using measurement units.

1. Explain terms:o Booleano Class of valueso Interval boundaryo Number line / Line of realso Equational conditionso Domain knowledge for computer monitors

2. Write simple programs that consumes a number and tests whether some condition about the number is true.3. Write programs for intervals or combination of intervals on a number line.4. Write equational conditions as programs.


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5. Write a program to determine if a mouse click is inside a rectangular boundary.ASSESSMENT:

Printed programs for exercises 3.2.1, 3.2.2, 3.2.3 and 3.2.4

MATERIALS:

1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:C3.2 Programs that Test Conditions.

Karen

NorthPeriod 1A, 2A, 4A Computer Science I C3.4 Designing Conditional Programs

LEARNER OBJECTIVES:



Math TAAS: Math 4.3 Find distance, perimeter, area, surface area, circumference, and volume.

PROCEDURES/ACTIVITIES:TAAS Activity:

Write a conditional program which selects a problem from above list.

Write helper functions for each of the formulas.


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1. Explain terms:o Different caseso Data Analysiso Number line strategyo Borderline caseso Distinct situations / amount of clauseso Conditions that characterize a situationo Claims about a program's parameters.o Evaluated sequentially.

2. List the steps in the design recipe for conditional programs.3. Exercises3.4.1, 3.4.2, 3.4.3, 3.4.4

ASSESSMENT:

Printed programs for interest, taxes, quadratic equation and charge rates.

MATERIALS:

1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:C3.4 - Designing Conditional Programs.

Karen North Period 1A, 2A, 4A Computer Science I C4 - Symbolic Information

LEARNER OBJECTIVES:


1. TLW understand how to represent symbolic information.


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2. TLW use the basic operation on symbols in conditional programs.

Math TAAS Objectives:

5.1 Counting procedures

5.2 Probability of simple and compound events

5.3 Mean, median and mode

11.5 Probability and statistics problems

PROCEDURES/ACTIVITIES:TAAS Activity:

Write computer programs applying statistics problems.

Solve ATMS activities.

1. Explain terms:o

Symbolic Information

Symbol String Keyboard character Image

o Single quotation marko Atomic piece of datao Basic operation on symbols

Comparison operation

o Artificial intelligenceWrite a program which consumes a greeting and replies with a remark.

Write a program which consumes an English word and gives the translation to another language.

Write a program which consumes two numbers, a guess and a target, and produces one of

three answers: too small, too large or perfect!


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Write a number guessing game with a random 3-digit target.Write a program which implements a Master Mind game.

Write a program applying the quadratic equation.

ASSESSMENT: Printed programs for exercises 4.1.4, 4.1.2, 4.1.3, 4.1.4, 4.1.5 and the translator.

Quiz and Test on Chapter 4.

MATERIALS:

1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:Symbolic Information and Finger Exercies with Symbols

PROGRAM SET 6

Do each of the following programs in this order. Print the source code and run on onesheet of paper for EACH program. Copy the Interaction Window into the Definition Window when ready to print. Include Text box with name, date, period. Turn in as each is completed. Make sure the date of submission is on the paper. You will present your favorite program in this set to the class and explain how it was planned. Check off each program as completed and put the date submitted. Turn in this sheet when all programs are completed.

1. Exercise 4.1.1

(HW) Do Exercise 4.1.1 in your reading. Write the answers in your journal! Add notes and terms from Chapter 4.

Type in the sample program reply from the book following these directions:

Change the answers to something else.
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node24.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node24.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node24.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node24.htm


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Keep the Questions the same. Design two more situations and add two more cond-clauses to the program. Add an else to cover any greeting not listed. There should now be a total of seven (7) cond-lines.

2. Exercise 4.1.1Addition

Write a translator program for another language. The program consumes the English word and returns the foreign word. You

must have at least ten (10) words in your list.

Hint: Remember, all characters are case sensitive. It is best to use all lower case characters. Do NOT use proper nouns in th is translator program.

Sample:

;;Spanish: symbol -> symbol

;;to determine the Spanish word for an English word.

(define (Spanish word)

(cond[(eq? word 'dog) 'perro]

[(eq? word 'black) 'negro]

[(eq? word 'boat) 'barco]

[else "The word is not in this translator."]))

(Spanish 'dog) = 'perro

(Spanish 'cat) = "not there"

3. Exercise 4.1.4 - Quadratic Equation. Do the plans again on the template form. Turn in these plans with the program.

4. Exercise 4.1.2 and Exercise 4.1.3Guessing games

5. Exercise 4.1.5 - Mastermind


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DESIGN RECIPE TWO

Conditional Program

With Symbolic Data

PRIOR KNOWLEDGE

DESIGN RECIPES:

Program Definition

Conditional Program with Intervals


;;Constant definition for the list of SUITS in a deck of cards

;;Included so player can match the correct symbol for the game

(define SUITS (cons 'spade (cons 'heart (cons 'diamond (cons 'club empty)))))

;;Target: number -> symbol

;;Randomly return a SUIT from the list

(define (Target key)

EXAMPLES - Function calls (forEACHsituationAND end points) with estimated answers. ;;(Target KEY1) = One of four SUITS pickedrandomly

;;(Target KEY2) = One of four SUITS picked randomly

BODYSKELETON/TEMPLATE:For EACH situation there is ONE COND-CLAUSE

(define (Target key)

(cond

[ ]

[ ]

[ ]

[ ]))
http://teachertech.rice.edu/Participants/knorth/CS/dr1.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/dr1.htmlhttp://www.crpc.rice.edu/CRPC/GT/knorth/CS/dr2.htmlhttp://www.crpc.rice.edu/CRPC/GT/knorth/CS/dr2.htmlhttp://www.crpc.rice.edu/CRPC/GT/knorth/CS/dr2.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/dr1.html


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QUESTIONS: Numbered Conditions

1. (= key 1)2. (= key 2)3. (= key 3)4. (= key 4)

ANSWERS:

1. 'spade2. 'heart3. 'diamond4. 'club


> SUITS

(cons 'spade (cons 'heart (cons 'diamond (cons 'club empty))))

> (Target KEY1)

'diamond

> (Target KEY2)

'heart


;;Constant definitions to randomly assign a target number

(define KEY1 (+ 1(random 4)))


;;Constant definitions to randomly assign a SUIT

(define T1 (Target KEY1))


;;cardGame: symbol symbol --> string

;;Determine is if the suits guessed match the targets to win the game

(define (cardGame g1 g2)


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;;Random Targets are: 'diamond 'heart

;;Both match and in correct place (cardGame 'diamond 'heart) = 'You Win!!

;;One matches and in correct place (cardGame 'diamond 'spade) = 'OneSuitAllRight!

;;Both match and in wrong place (cardGame 'heart 'diamond) = 'SuitsAllCorrect-WrongPlaces;;One matches and in wrong place (cardGame 'club 'diamond) = 'OneCorrectSuit-WrongPlace

;;Nothing correct (cardGame 'club 'club) = 'AllWrong

BODYSkeleton / Template: For EACH situation there is ONE COND-CLAUSE


(cond

[ ]

[ ]

[ ]

[ ][ ]))

QUESTIONS: Numbered Conditions

1. (and (eq? g1 T1) (eq? g2 T2))2. (or (eq? g1 T1) (eq? g2 T2))3. (and (eq? g1 T2) (eq? g2 T1))4. (or (eq? g1 T2) (eq? g2 T1))5. (not(and (eq? g1 T1)(eq? g2

T2)))

ANSWERS:

1. 'YouWin!!2. 'OneSuitAllRight!3. 'SuitsAllCorrect-WrongPlaces4. 'OneCorrectSuit-WrongPlace5. 'AllWrong

SIMPLIFY Since each cond-line is evaluated sequentially, last statement can be else.


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> (cardGame 'heart 'diamond)

'AllWrong

> (cardGame 'club 'spade)

'YouWin!!

CARD GAME PROGRAM;;Constant definition for the list of SUITS in a deck of cards

;;Included so player can match the correct symbol for the game

(define SUITS (cons 'spade (cons 'heart (cons 'diamond (cons 'club empty)))))

;;Constant definitions to randomly assign a target number



;;Target: number -> symbol

;;Randomly return a SUIT from the list

(define (Target key)(cond

[(= key 1) 'spade]

[(= key 2) 'heart]

[(= key 3) 'diamond]

[else 'club]))

;;(Target KEY1) = One of four SUITS

;;(Target KEY2) = One of four SUITS

;;Constant definitions to randomly assign a SUIT



;;cardGame: symbol symbol --> string

;;Determine if the suits guessed match the targets to win the game


(cond

[(and (eq? g1 T1)(eq? g2 T2)) 'YouWin!!]

[(or (eq? g1 T1)(eq? g2 T2)) 'OneSuitAllRight!]


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[(and (eq? g1 T2) (eq? g2 T1)) 'SuitsAllCorrect-WrongPlaces]

[(or (eq? g1 T2) (eq? g2 T1)) 'OneCorrectSuit-WrongPlace]

[(not(and (eq? g1 T1)(eq? g2 T2))) 'AllWrong]))

;;Random Targets are: 'diamond 'heart

;;Both match and are in correct location (cardGame 'diamond 'heart) = 'You Win!!

;;One matches and is in correct location (cardGame 'diamond 'spade) = 'OneSuitAllRight!

;;Both match and are in wrong position (cardGame 'heart 'diamond) = 'SuitsAllCorrect-WrongPlaces;;One matches and is in wrong position (cardGame 'club 'diamond) = 'OneCorrectSuit-WrongPlace

;;Neither are in correct position (cardGame 'club 'club) = 'AllWrong

(define ACE 1)

(define JACK 11)

(define QUEEN 12)

(define KING 13)

(define KEYVALUE (+ 1 (random 13)))

;;cardValue: number -> symbol

;;Determine if card value is correct

(define (cardValue value)

(cond((< value KEYVALUE) 'CardValueTooLow)

((> value KEYVALUE) 'CardValueTooHigh)

((= value KEYVALUE) 'CardValueCorrect)))

;;Random target is JACK (value 11)

;;(cardValue 7) = 'CardValueTooLow

;;(cardValue KING) = 'CardValueTooHigh

;;(cardValue JACK) = 'CardValueCorrect

The CardValue function can be combined with the Suit function to create your own games. Using those helper functions, try

using the design recipe for new programs. The Card Value template below is like the number guessing game.



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(define ACE 1)

(define JACK 11)

(define QUEEN 12)

(define KING 13)

(define KEYVALUE (+ 1 (random 13)))

;;cardValue: number -> symbol;;Determine if card value



;;Random target is JACK (value 11)

;;(cardValue 7) = 'CardValueTooLow

;;(cardValue KING) = 'CardValueTooHigh

;;(cardValue JACK) = 'CardValueCorrect

BODYSKELTON/TEMPLATEFor EACH situation there is ONE COND-CLAUSE


(cond

[ ]

[ ]

[ ]))

QUESTIONS: Boolean Expressions

1.

(< value KEYVALUE)2. (> value KEYVALUE)3. (= value KEYVALUE)

ANSWERS:

1.

'CardValueTooLow2. 'CardValueTooHigh3. 'CardValueCorrect


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> (cardValue QUEEN)

'CardValueTooHigh

> (cardValue 7)

'CardValueTooLow

> (cardValue 10)'CardValueTooLow

> (cardValue JACK)

'CardValueCorrect

Karen North Period 1A, 2A, 4A Computer Science I Week 1 - S2

LEARNER OBJECTIVES:


Reading and Writing TAAS:

1. Friday and Tuesday - Analyze data to make inferences and generalizations2. Thursday - Recognize facts, points of view and propaganda.

PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program using the Design Recipe

1. Explain terms:o Compound datao Datumo Cartesian pointo Structureo Pixelo Horizontal vs. Vertical direction


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o Extracting componentso posn structure

2. Write a program which finds the distance to the origin from a pixel.3. Do Exercise 5.1.14. Do 5.1.2 by using the commands in draw-lib.ss

ASSESSMENT:

Quiz on basic terminology.

Write a program using the posn structure.

Additional Assessment



3. Reading fromHow to Design Programs:Chapter 5

Karen North Period 1A, 2A, 4A Computer Science I Week 2 - Structures

LEARNER OBJECTIVES:TLW Write programs using compound data.


Reading and Writing TAAS: Apply objectives per packet: writing skills, generalizations and graphic organizers.


TAAS Activity: Write an essay comparing and contrasting the Design Recipes used for Programs

with Graphic Organizers used for Writing.

Begin Set Two Problems using STRUCTURES:
http://www.cs.rice.edu/~matthias/Tmp/Structs/http://www.cs.rice.edu/~matthias/Tmp/Structs/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node26.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node26.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node26.htmhttp://www.cs.rice.edu/~matthias/Tmp/Structs/


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1. Write TEMPLATES:Exercise 5.4.1

Develop a template that consumes a check-box structure.

Exercise 5.4.2Develop a template that consumes a very-small-integer.

2. Write programs using all steps in the COMPOUND DATA DESIGN RECIPE(See and Practice Design Recipe Three!!):

Exercise 5.4.3

Develop a program that consumes a time structure (Exercise 5.3.1)

(define-struct time (hours minutes seconds))

and produces the number of seconds since midnight that the time structure represents.

Exercise 5.4.4

Develop the program draws-a-disk that consumes a circle structure.

Develop the program draws-a-ring that consumes a circle structure and the width of the ring.

Develop the program in-circle? That consumes a circle structures and a pixel and determines whether or not the point is inside the

circle.

ASSESSMENT:

Presentation and explanation of programs to class teams.

MATERIALS:

1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 mhz computer

3. Reading fromHow to Design Programs:Section 5.4

Karen North Westside HS pre-AP Computer Science I Lesson Section 7.1
http://www.crpc.rice.edu/CRPC/GT/knorth/CS/dr3.htmlhttp://www.crpc.rice.edu/CRPC/GT/knorth/CS/dr3.htmlhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node30.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node30.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node30.htmhttp://www.crpc.rice.edu/CRPC/GT/knorth/CS/dr3.html


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LEARNER OBJECTIVES:

1. TLW Distinguish between different types of data2. TLW Design functions for mixed data


1. Explain terms/concepts:o Subclasses of datao Mixed datao Class input belongso Bad use of datao Protectiono PREDICATE

2. List the predicates for classes of data that we know.3. What does struct? consume and produce?4. For each structure definition you write, Scheme introduces constructors, selectors andwhat else?5. Write a data definition for a pixel where it is either a number or a posn.6. Write a proram that finds the distance-to-0 that consumes a pixel with mixed data.

ASSESSMENT:

Exercise 7.1.1

Program Set 7.1: Exercise 7.1.2, 7.1.3

Karen Bracht North70 Patti Lynn Lane

Houston, Texas 77024

[email protected]://teachertech.rice.edu/Participants/knorth/

ProfessionalExperience

Houston I.S.D., Teacher - computer science, technology systems; Campus Educational Technologist

Alief I.S.D., Teachermathematics, computer science, web mastering, business
mailto:[email protected]:[email protected]://teachertech.rice.edu/Participants/knorth/http://teachertech.rice.edu/Participants/knorth/http://teachertech.rice.edu/Participants/knorth/mailto:[email protected]


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Fort Bend I.S.D., Teachermathematics, computer science

Prentice Hall, Consultanttext book presenter

Dr. Mavis Kelsey, Secretary, bookkeeper, programmerUnderwood-Neuhaus Brokerage Firm, Registered executive assistant, statistician

Professional

Preparation

Texas Teacher Certificate - Mathematics, Computer Information Systems, Basic Business

SBEC Master Teacher Technologist (MTT) CertificationHISD Campus Educational Technologist (CET), Campus Curriculum Integration Technologist (CCIT)Gifted and Talented Certification - pre-AP math

University of Houston, Master of EducationUniversity of Texas, B.A.- Mathematics

Rice University, NSF TeachScheme Project

Rice University, CRPC GirlTech WorkshopRice University, Math/Computational Science Workshop

Additional ProfessionalActivities

State Board of Educator Certification - Professional Development Standards Committee

Statewide TEKS/WECM Articulation Committee for Computer Science and Computer Information SystemsInternational Conference on Math/Science Education:

Using Programming to Teach Algebra

AP College Board contributing writer:

Supporting Girls in Computer Science by Programming with Graphics

The "Write" Tool for Introductory CS CoursesNational AP Conference Presenter, Pre-AP Math and Computer ScienceHouston A+ Challenge Fondren Reforming Schools Summer Institute Presenter

American Association of University Women,Expanding Your Horizons Conference, Presenter

Texas Computer Education Association, state and region conference presenter

TCEA Computer ScienceSpecial Interest Group, president, vice-president, webmasterState Technology Application Computer Science TEKS, writerWest Publishing Company, C++ textbook editor

District Educational Improvement Council, site based decision making committee

School committees: SDMC, ProGrad, technology, goals 2000 grant, insurance, calendarCrisis Prevention Institute, Teacher as Counselor Student Assistance Program

Annenberg Institute for School Reform, Tools for Accountability evaluator

Annenberg Critical Friends Group LeaderFund for Teachers 2004 Grant winner

Houston A+ Challenge Teacher as a Researcher 2004-6 Grant winner


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Community Activities Technology Ambassadors, Westside Techs and Investment Club sponsorLeo Lions Club Sponsor

Alief Youth Corp Elsik sponsorAlief Super Neighborhood Council, sponsored by Mayor Brown, City of HoustonAlief Community Association, board of directors, treasurer, webmaster

ACA Co-chair Education Committee, planner educational forums, Mayors Brunch

Keep Houston Beautiful commissioner and education committee memberLa Leche League, parent educator

Amateur Radio License, KD5EMH

Back to Home Page
http://teachertech.rice.edu/Participants/knorth/http://teachertech.rice.edu/Participants/knorth/http://teachertech.rice.edu/Participants/knorth/

Documents

Karen North