PRCS 6-1: Understanding of basic concepts in computer science

Indicators

Indicators are examples of the behaviours and capabilities that a teacher might expect to observe in a student who is achieving at the appropriate level. Teachers may wish to add further examples of their own.

• Explain the concept of an algorithm (versus a program), and explain there are different costs for different algorithms for the same task.
• Identify the programming language concepts of high level languages, machine languages, interpretation and compilation, and the idea that programming languages are precise.
• Perform informal evaluation of user interfaces.

Possible context elaborations

Context elaborations are possible contexts for learning, with a suggestion of how they might be used with the focus achievement or learning objective.

The listed context elaborations are examples only. Teachers can select and use entirely different contexts in response to local situation, community relevance, and students’ interests.

These possible contexts may be accessible at levels 6, 7 and 8. The degree of complexity will establish the level. Many contexts can work across several of the learning objectives and provide opportunities for multi-level courses.

Algorithms

• Explore the speed of binary search compared with linear search by estimating the time taken to perform them physically on small and large phone books (or dictionaries). Graph the time taken by programs to run on very large arrays of values. Find out how the two approaches differ as the size of the problem becomes very large.
• Run the CS Unplugged 'Sorting' activity and write a report on the relative time taken for selection sort and quick-sort to solve the problem of sorting a list into order.
• Work through the brick sorting exercises at MathSite: Sorting.
• Do some of the activities in the programs from Scratch-unplugged: Computer science unplugged that relate to algorithms (binary search, searching, sorting, spanning tree)
• Do an exercise on searching for songs on an MP3 player - Using the Self-Review Decision Tree and Professional Learning Templates (33KB) - to decide on how to design an interface to find songs efficiently.
• Explore algorithms for efficiently shelving books (25KB).
• Explore the purpose of a wide variety of appropriate algorithms, such as search algorithm for sorted lists, sorting algorithms, graph algorithms for finding shortest paths and checking connectedness, maze algorithms, long multiplication (normal and 'Russian peasant'), and greatest common divisor.

Programming languages

• Download and install an open source application from a web repository. Compare the different versions provided (source versus various pre-compiled versions) and explore the differences between high level languages, low level languages, and machine language, including issues such as size, portability and ease of installation from a user's point of view. This could lead to a discussion of the characteristics and roles of different categories of programming languages.
• If students are concurrently working on programming, a discussion of the programming environment they are using can lead to a discussion of compiling, interpreting, and the different kinds of languages.

User interfaces

• Identify a frustrating user interface, and explain why it is difficult to use using Nielson's usability heuristics.
• Have a parent or grandparent try to perform a simple task on an unfamiliar digital device (such as send a text message, or set the time on a microwave oven clock), noting down every key press they make and noting any problems they have. Write a report on specific problems with the design of the interface for this user.
• Develop an instruction manual for a simple task on a simple interface, such as a digital watch, video/TV recorder, air conditioning remote control, or cell phone.
• Compare the interfaces for two different devices such as two cell phones, two mp3 players or even two car alarms remote controls. What are the relative merits of the different interfaces for the same task?

Assessment for qualifications

At the time of publication, the aligned level 1 achievement standards were registered by NZQA for use in 2011, level 2 will be registered for use in 2012, and level 3 in 2013.

Please ensure that you are using the correct version of the standards by going to the NZQA website.

Full information on the draft standards and the alignment process can be found on TKI: Alignment of NCEA standards with The New Zealand Curriculum.

For planning purposes, consider how student learning could be assessed using this achievement standard:

• Achievement standard 91074 Technology 1.44: Demonstrate understanding of basic concepts from computer science - 3 credits; External

Last updated January 16, 2012

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