1 CS 106 Computing Fundamentals II Chapter 2 “Course Overview” Herbert G. Mayer, PSU CS status 6/24/2013 Initial content copied verbatim from CS 106 material developed by CS professors: Cynthia Brown & Robert Martin

2 Syllabus Course Goals Course Goals Enhancing your Skill Set Enhancing your Skill Set We Shall Not Learn We Shall Not Learn Types of Learning Types of Learning Bloom’s Taxonomy Bloom’s Taxonomy Example: Grammar Example: Grammar Theory and Application Theory and Application Excel versions Excel versions Topics We’ll Cover Topics We’ll Cover

3 Course Goals Learn general problem-solving skills and methods, and apply them to a process for developing computer and spreadsheet applicationsLearn general problem-solving skills and methods, and apply them to a process for developing computer and spreadsheet applications Be able to create and evaluate logical expressions, and use them to direct the behavior of spreadsheets and programsBe able to create and evaluate logical expressions, and use them to direct the behavior of spreadsheets and programs Understand the concepts of sequential, selective, modular, and repetitive task processing, and be able to apply them to build applications in Excel and Visual Basic for Applications (VBA)Understand the concepts of sequential, selective, modular, and repetitive task processing, and be able to apply them to build applications in Excel and Visual Basic for Applications (VBA)

4 Enhancing Your Skill Set Problem solving skills: learn how to organize yourself to develop a process to accomplish a goalProblem solving skills: learn how to organize yourself to develop a process to accomplish a goal Excel skills: learn how to use some of the advanced features of Excel to avoid repetitive tasks and build awesome spreadsheetsExcel skills: learn how to use some of the advanced features of Excel to avoid repetitive tasks and build awesome spreadsheets Logic skills: useful in Excel, in working with databases, in programming, and other situationsLogic skills: useful in Excel, in working with databases, in programming, and other situations Programming skills: learn the fundamentals of programming; if nothing else, be able to communicate with programmers and understand their issuesProgramming skills: learn the fundamentals of programming; if nothing else, be able to communicate with programmers and understand their issues

5 We Shall Not Learn Everything about Excel. There is way, way too much. But you will learn enough that you can figure out most things on your ownEverything about Excel. There is way, way too much. But you will learn enough that you can figure out most things on your own Everything about programming. Programming is a whole world in itself. But you will learn enough to go on to CS 162 and see if you want to become an expert programmerEverything about programming. Programming is a whole world in itself. But you will learn enough to go on to CS 162 and see if you want to become an expert programmer

6 Types of Learning When we talk about “learning”, there are different things we could meanWhen we talk about “learning”, there are different things we could mean One Benjamin Bloom was in charge of defining a classification of types of learning, called “Bloom’s taxonomy”One Benjamin Bloom was in charge of defining a classification of types of learning, called “Bloom’s taxonomy” There are six major categories, each dependent on the previous oneThere are six major categories, each dependent on the previous one

7 Bloom’s Taxonomy (1) Knowledge: Recalling data or information Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states. Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Examples: Rewrites the principles of test writing. Explain in one’s own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

8 Bloom’s taxonomy (2) Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Examples: Use a manual to calculate an employee’s vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

9 Bloom’s taxonomy (3) Synthesis: Builds a structure or pattern from diverse elements. Assembles parts to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

10 Bloom’s Taxonomy Categories KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation To actually use knowledge, you must reach at least the Application stage

11 Example: Grammar Knowledge: I am able to recite some grammar rules, but when I actually write something, it might still be ungrammaticalKnowledge: I am able to recite some grammar rules, but when I actually write something, it might still be ungrammatical Comprehension: I can explain the rules of grammar in my own wordsComprehension: I can explain the rules of grammar in my own words Application: I can use the rules of grammar to write grammaticallyApplication: I can use the rules of grammar to write grammatically

12 How do we get to the Application level of learning?

13 Learning to Solve Problems is Akin to Learning to Ride a Bicycle You can read all you want about how to ride a bikeYou can read all you want about how to ride a bike You can watch someone demonstrate how to do itYou can watch someone demonstrate how to do it But you have to actually get on the bike to learn how to ride it!But you have to actually get on the bike to learn how to ride it! Likewise, to learn to design processes, you have to actually try itLikewise, to learn to design processes, you have to actually try it 13

14 Theory and Application This very course is divided into modulesThis very course is divided into modules In each module, you will study some theoryIn each module, you will study some theory There will typically be a set of exercises to help you understand and absorb the theoryThere will typically be a set of exercises to help you understand and absorb the theory Then, you will have a project to work on where you apply the theoryThen, you will have a project to work on where you apply the theory The information is progressive and cumulative: don’t try to skip aheadThe information is progressive and cumulative: don’t try to skip ahead It takes time to absorb and internalize the ideas, so if you take this course for credit, keep up with the scheduleIt takes time to absorb and internalize the ideas, so if you take this course for credit, keep up with the schedule

15 Excel Versions You’ll need a copy of Excel 2010 (for Windows) or Excel 2011 (for Mac). You can get by with Excel 2007 for Windows.You’ll need a copy of Excel 2010 (for Windows) or Excel 2011 (for Mac). You can get by with Excel 2007 for Windows. We’ll make an effort to have everything compatible with both platforms. Where there are differences, we’ll point them out. Some materials will be presented for one platform only, where the differences are trivial or obvious.We’ll make an effort to have everything compatible with both platforms. Where there are differences, we’ll point them out. Some materials will be presented for one platform only, where the differences are trivial or obvious.

16 Topics We’ll Cover General problem solving; intro to Excel Naming and scope Logic and conditionals Procedures and functions Repetition and loops FilesArraysAlgorithms Some selected Excel topics