Classroom Resource

Computer Science Principles Unit 5 Chapter 2 Lesson 12: Loops and Simulations

Subject Area

Digital Literacy and Computer Science

Grade(s)

9, 10, 11, 12

Overview

In this lesson, students gain more practice using while loops as they develop a simulation that repeatedly flips coins until certain conditions are met. The lesson begins with an unplugged activity in which students flip a coin until they get five heads in total, and then again until they get three heads in a row. They will then compete to predict the highest outcome in the class for each statistic. This activity motivates the programming component of the lesson in which students develop a program that allows them to simulate this experiment for higher numbers of heads and longer streaks.

Students will be able to:
- use a while loop in a program to repeatedly call a block of code.
- use variables, iteration, and conditional logic within a loop to record the results of a repeated process.
- identify instances where a simulation might be useful to learn more about real-world phenomena.
- develop a simulation of a simple real-world phenomenon.

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

DLCS18.HS.9

Demonstrate the ability to verify the correctness of a program.

Unpacked Content

UP:DLCS18.HS.9

Vocabulary

  • compile
  • program
  • syntax

Knowledge

Students know:
  • proper syntax and formatting for a coding language.
  • how to identify coding errors in a programming language.
a.
  • programs must be tested to verify that the desired task is executed properly.
  • testing a program requires a scenario where you can easily verify that the result of the program is correct/accurate.
b.
  • a program can contain one of the following properties, but not be an appropriate program: correctness, efficiency, scalability and readability
  • it is important to have others review your code.
  • that to be a quality program, code must be correct, efficient, scalable and readable.

Skills

Students are able to:
  • analyze code for proper syntax and formatting.
a.
  • create a test case with verifiable results.
  • execute a program with the created test case to verify program performance.
  • locate errors in programming by executing test cases.
b.
  • work with others to review their code for correctness, efficiency, scalability and readability.

Understanding

Students understand that:
  • programming languages each have their own required formatting which must be adhered to for a program to run correctly.
  • errors in programming languages prevent the program from executing its task.
  • each language has its own syntax and method for identifying potential errors.
a.
  • code can be formatted correctly and a program can still produce unintended results.
  • a test case is vital to verifying that a program is executing a task as intended.
b.
  • to be a quality program, code must be correct, efficient, scalable and readable.
  • it is important to have others proofread your code.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.10

Resolve or debug errors encountered during testing using iterative design process.

Unpacked Content

UP:DLCS18.HS.10

Vocabulary

  • debug

Knowledge

Students know:
  • steps of the problem solving process.
  • how to identify errors in an iterative design process.

Skills

Students are able to:
  • review a process and identify errors in procedure.
  • rectify errors found in a process.
  • test resolution to verify that the process now runs as intended.

Understanding

Students understand that:
  • errors in a process can prevent a solution.
  • resolving an error will allow the process to function as intended.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.37

Evaluate the ability of models and simulations to test and support the refinement of hypotheses.

Unpacked Content

UP:DLCS18.HS.37

Vocabulary

  • model
  • simulations
  • hypotheses
  • phenomena
  • target system

Knowledge

Students know:
  • how to explain the use of models and simulations to generate new knowledge and understanding related to the phenomena or target system that is being studied.
  • how to explain the ability of models and simulations to test and support the refinement of hypotheses related to phenomena under consideration.
a.
  • that modeling and simulations are way to extrapolate and interpolate unrest situation and scenarios to help formulate, test and refine hypotheses.
b.
  • how to form a hypothesis.
  • how to test a hypothesis.
  • how to create a model or simulation.
c.
  • that simulations or models can be created to test a hypothesis but not provide the information expected or intended.
  • that it is vital to verify the data being generated by a model or simulation.

Skills

Students are able to:
  • use a diagram or program to represent a model to express key properties of a phenomena or target system.
  • research existing models and simulations and how they are used to test and refine hypotheses.
  • explain how existing models and simulations are used to test and support the refinement of hypotheses.
a.
  • create a model or simulation to formulate, test, and refine a hypothesis.
  • utilize a model or simulation to formulate, test, and refine a hypothesis.
b.
  • form a model of a hypothesis.
  • test the hypothesis by collecting and analyzing data from a simulation.
c.
  • examine a model or simulation to determine the correctness of the generated data.
  • examine a flawed model or simulation and identify areas in which it is providing incorrect data.

Understanding

Students understand that:
  • a simulation is based on a model and enables observation of the system as key properties change.
  • the accuracy of models and simulations are limited by the level of detail and quality of information used and the software and hardware used.
  • models and simulations are an effective and cost efficient way to understand phenomena and test and refine hypotheses.
a.
  • models and simulations are way to extrapolate and interpolate unrest situation and scenarios to help formulate, test and refine hypotheses.
  • models and simulations can be the only cost- ot time-effective way to test a hypothesis.
b.
  • Models and simulations can save money, are safer, usually requires less time, and do not have the environmental impact that a full experiment or operational test may induce.
c.
  • while a process may operate without errors, that does not guarantee that the process is providing accurate data to meet your needs.
Link to Resource
https://curriculum.code.org/csp-18/unit5/12/

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

ALSDE LOGO

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