Computer Science Principles Unit 3 Chapter 1 Lesson 1: The Need for Programming Languages

Learning Resource Type

Classroom Resource

Subject Area

Digital Literacy and Computer Science

Grade(s)

9, 10, 11, 12

Overview

At the beginning of a new unit, we jump right into an activity - building a small arrangement of LEGO® blocks and then creating text instructions a classmate could follow to construct the same arrangement. Groups will trade instructions to see if they were clear enough to allow reconstruction of the original arrangement. The wrap-up discussion is used to highlight the inherent ambiguities of human language and call out the need for the creation of a programming language which leaves no room for interpretation.

Students will be able to:
- assess the clarity of a set of instructions expressed in human language.
- create a set of instructions in human language for building a simple LEGO block arrangement.
- identify connections between the ability to program and the ability to solve problems.
- describe the ambiguities inherent in human language and the ways programming languages seek to remove those ambiguities.

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Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.3

Differentiate between a generalized expression of an algorithm in pseudocode and its concrete implementation in a programming language.

UP:DLCS18.HS.3

Vocabulary

  • pseudocode
  • programming language
a.
  • approximated
b.
  • iteration
  • conditional statements
  • control structures
c.
  • iterative loop
  • selection constructs
  • recursion

Knowledge

Students know:
  • that differences exist in pseudocode and a programming language.
  • that programming languages have certain requirements for language and syntax.
a.
  • that some programs cannot return a result in a reasonable time frame, therefore approximations must be allowed in those cases.
b.
  • how to identify sequential statements, conditional statements, and/or iterations in code.
  • the differences between sequential statements, conditional statements, and/or iterations.
  • trade-offs exist with using one control structure over another.
c.
  • some decisions in a program will require the use of iterative loops, selection constructs, or recursion.
d.
  • programs can be written to satisfy a number of needs such as performance, reusability, and ease of implementation.
  • that most times, algorithms will differ based on the need of the program; performance, reusability, or ease of implementation.
e.
  • that programs can be written with specific priorities in mind.
  • that there are multiple correct ways to write a program.
  • that solutions are often chosen to meet the priority need of the program.

Skills

Students are able to:
  • distinguish between a generalized expression of an algorithm in pseudocode and its concrete implementation in a programming language.
  • point out similarities in vocabulary and syntax between pseudocode and an algorithm.
  • point out differences in vocabulary and syntax between pseudocode and an algorithm.
a.
  • explain that some algorithms do not lead to exact solutions in a reasonable amount of time and thus approximations are acceptable.
b.
  • identify sequential statements, conditional statements, and/or iterations in code.
  • identify tradeoffs associated with using one control structure over another.
c.
  • distinguish when a problem solution requires decisions to be made among alternatives or when a solution needs to be iteratively processed to arrive at a result.
d.
  • evaluate and select algorithms based on performance, reusability, and ease of implementation.
e.
  • explain how more than one algorithm may solve the same problem and yet be characterized with different priorities.

Understanding

Students understand that:
  • similarities and differences exist in pseudocode and programming code.
  • some programming languages more closely resemble pseudocode than do other programming languages.
a.
  • due to time or financial constraints, some programs may return an approximation of a solution.
b.
  • both benefits and drawbacks exist when selecting one control structure over another in a code.
c.
  • programs can use multiple methods to arrive at a solution.
d.
  • there are times when a program needs to be selected for a specific purpose, such as performance, reusability, and/or ease of implementation.
e.
  • multiple algorithms can solve the same problem.
  • algorithms can operate with a specific priority in mind, such as speed, simplicity, and/or safety.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.4

Use and adapt classic algorithms to solve computational problems.

UP:DLCS18.HS.4

Knowledge

Students know:
  • classic algorithms exist that can be used and adapted to meet one's needs.
  • that it can be easier to alter code than to create it from scratch.

Skills

Students are able to:
  • use and adapt classic algorithms to solve computational problems.

Understanding

Students understand that:
  • algorithms can be altered to fit another use than originally designed for.

CR Resource Type

Lesson/Unit Plan

Resource Provider

Code.org

License Type

Custom
https://curriculum.code.org/csp-18/unit3/1/

Custom License Type (URL)

https://code.org/tos

Approved Date

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