TERM 1
Form 4
TERM 2
|Week |Topic/ Objectives |Strategies |Resources & Assignment |
|1,2,3 |Problem-Solving and Program Design: |Representation using diagram | |
|Jan 11-29 |outline the steps in |Definition of the problem; propose and evaluate solutions; determination of the most | |
| |problem-solving; |efficient solution; develop and represent algorithm; test and validate the solution. |Powerpoint presentations |
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| |use the divide-and-conquer approach |Basic treatment of the structured approach for solving complex problems. |Paper 2 Past Paper questions |
| |to decompose large everyday problems| |Paper 1 Past Paper questions on classmarker |
| |into smaller tasks; |Note: It is not necessary to give a detailed treatment of the approach. Simple | |
| | |illustrations can be provided to help students recognize that most problems involve | |
| | |multiple tasks and that they should understand how to approach such problems in a | |
| | |structured manner. |Present simple scenarios to help students appreciate the difference between |
| |define a problem by decomposing it |The components are: input; process; and output. A defining diagram (IPO Chart) may be|variables and constants by using everyday values such as the percentage of |
| |into its significant components; |used to delineate the components. |road tax, amount of school fees, cost of bus tickets, cost of today’s lunch,|
| | | |or time taken to walk from one class to another. |
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| |Distinguish between variables and | | |
|4,5, |constants; |Variables as an area of storage whose value can change during processing; the value | |
|Feb 01-Feb 12 | |of a constant never changes. | |
| | | |Powerpoint presentations |
| | |Data types: integers, floating point (real), characters, Boolean, string. | |
| | | |Paper 2 Past Paper questions |
| | |Definition of algorithms; |Paper 1 Past Paper questions on classmarker |
| | |Characteristics: finite number of steps, precise, unambiguous, flow of control from | |
| |explain the concept of algorithms; |one process to another, terminate | |
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| | |Mid Term Assessment | |
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|6,7,8,9,10 | | |Present students with visuals to encourage them to identify flowchart |
|Feb 15-Mar 19 |represent algorithms in the form of |Use of flowchart symbols: input/output, process, decision, directional arrows, |symbols (for example, rectangular symbol to represent a process). Teachers |
| |flowchart and pseudocode; |start/stop. Pseudocode – Use of read, input, store, write, print, output, display, |can also use exercises to match pseudocode statements with select symbols |
| | |conditional branching (if-then, if-then-else, nested conditions); loops (for, while, |(for example, start of algorithm (start/stop symbol), input (read/write |
| | |repeat). Use of relational operators: , =, =,< >. Logical operators: AND, OR, |symbol), and a condition (decision symbol). |
| | |NOT; use of truth tables. Arithmetic operators: +‚ –‚ *, /, MOD, DIV. | |
| | |Pseudocode – Use of read, input, store, write, print, output, display, conditional |Engage students in an activity to help them identify relational, logical and|
| | |branching (if-then, if-then-else, nested conditions); loops (for, while, repeat). Use|arithmetic operators and how a decision is transformed into a flowchart |
| | |of relational operators: , =, =,< >. Logical operators: AND, OR, NOT; use of |symbol or a pseudocode statement using suitable operators. |
| | |truth tables. Arithmetic operators: +‚ –‚ *, /, MOD, DIV | |
| | | |Encourage students to practise drawing flowcharts and producing accompanying|
| | | |pseudocode. They should then use pseudocode to draw the flowchart as |
| | | |practice towards their SBA assignment. |
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| | | |Practical exercises on Sololearn |
| |Introduction to C # | | |
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| |test algorithms for correctness. |Desk checks/dry run: construction and use of trace tables to verify results. Trace | |
| | |tables consist of variable names (identifiers) as column headings and values in the | |
| | |cells, one row for each pass. | |
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| | | |End of Term Exam Paper1 and Paper2 |
|Mar 22nd | | | |
| | |End of Term Assessment | |
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