Classroom Resource

Computer Science Principles Unit 3 Chapter 1 Lesson 3: Creativity in Algorithms

Subject Area

Digital Literacy and Computer Science

Grade(s)

9, 10, 11, 12

Overview

This is the third of three lessons that make the connection between programming and algorithms. In this lesson, students continue to work with the "Human Machine Language" to get creative designing more algorithms for playing cards. One command is added to the language from the previous lesson (SWAP) that allows positions of cards to change. With the addition of swap, the challenge is to design an algorithm that will move the minimum card to the front of the list while keeping the relative order of all the other cards the same. If that is achieved some other Human Machine Language challenges are available.

Students will be able to:
- develop an algorithm to solve a new problem with playing cards.
- express an algorithm in the Human Machine Language.
- identify Sequencing, Selection, and Iteration in a program written the Human Machine Language.
- describe the properties of the Human Machine Language that make it a "low level" language.

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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.

Unpacked Content

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.

Unpacked Content

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.
Link to Resource
https://curriculum.code.org/csp-18/unit3/3/

CR Resource Type

Lesson/Unit Plan

Resource Provider

Code.org
Accessibility
License

License Type

Custom

Custom License Type (URL)

https://code.org/tos

Approved Date

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