1. Exploring Algorithms PROGRAMMING FUNDAMENTALS

2. As you come in Find your section area. Find your team. One person from each team should get the team folder. LEAVE THE FOLDER CLOSED. Arrange yourselves to be able to work together. Put your name tag in front of you.

3. Introducing Dr. Rahman

4. All work for the day will be distributed via folders. All returned work will be distributed via folders. All work to hand in will be put into the folders. All returned work should be removed from folders. If a member is absent, leave their work in the folder. Extra materials should be pulled from folder and placed into the ORANGE folder as you go. Folders, whiteboards, and other materials should be placed on the cart at the back of the room as you exit. Gentle Reminders

5. Lab followup What programming aspects can be applied to Scratch (Chap 1.6, 1.7)? What is the difference between a sprite and its costume?

6. Starting Out With Java 5 Control Structures to Objects By Tony Gaddis Copyright © 2005 Pearson Addison-Wesley. All rights reserved. Chapter 1 Slide #6 The Programming Process – From Gaddis 1.Clearly define what the program is to do. 2.Visualize the program running on the computer. 3.Use design tools to create a model of the program. 4.Check the model for logical errors. Enter the code and compile it. 6.Correct any errors found during compilation (compile time errors). Repeat Steps 5 and 6 as many times as necessary. 7.Run the program with test data for input. 8.Correct any runtime errors found while running the program. Repeat Steps 5 through 8 as many times as necessary. 9.Validate the results of the program.

7. Starting Out With Java 5 Control Structures to Objects By Tony Gaddis Copyright © 2005 Pearson Addison-Wesley. All rights reserved. Chapter 1 Slide #7 The Programming Process 5.Enter the code and compile it. 6.Correct any errors found during compilation. Repeat Steps 5 and 6 as many times as necessary. 7.Run the program with test data for input. 8.Correct any runtime errors found while running the program. Repeat Steps 5 through 8 as many times as necessary. 9.Validate the results of the program.

8. Harvard Study Survey This is voluntary, but… ◦This study will look at factors contributing to success in Computer Science ◦This is a national study…you will be part of something very large ◦You can make an impact in helping students to prepare for IT and CS ◦We are taking valuable class time because we believe that this is important Please answer each question ◦Answer to the best of your recollection ◦The answers will be anonymized before they are sent to the researchers No names will be submitted to the researchers

9. POGIL materials are designed for use with self-managed teams that interact with the instructor as a facilitator of learning rather than as a source of information. POGIL materials guide students through an exploration to construct understanding. POGIL materials use discipline content to facilitate the development of higher-level thinking skills and the ability to learn and apply knowledge in new contexts. (from POGIL.org) VIDEO: https://pogil.org/about

10. 20 min

11. Algorithm

12. A set of steps that needs to be executed to solve problems. A set of rules that needs to be followed to solve a problem. A process that always produces a solution. Specific steps that lead to a goal. An algorithm is a formula that can find answers to multiple problems. An algorithm is a set of steps that defines how a task is performed. A problem solving process to obtain an answer. A set of systematic directions that lead to an output.

13. Effectiveness https://pogil.org/about/effectiveness  Student attrition is lower for POGIL than traditional methods.  Student mastery of content is generally higher for POGIL than traditional methods.  Most students prefer POGIL over traditional methods.

14. Roles for this class

15. Manager  Sees that materials are distributed to each participant.  Makes sure that the recorder is faithfully recording group answers.  Makes sure that all team members are writing responses, not just the recorder and that all team members understand the answers.  Watches the time, prepares team for the wrap up.  Makes sure that all materials get into the proper places.  Calls the instructor when / if the team hits a roadblock.  Writes their own responses to questions.

16. Recorder Records responses on the group response sheet. Makes sure that they understand the answers. Asks questions of others if they do not understand. Writes their own responses to questions.

17. Reporter Puts “board” questions on the whiteboard. Is prepared to provide an explanation to the instructor or another team if asked. Is prepared to defend board questions if asked. Insures that they themselves fully understand the answers the group has developed. Writes their own responses to questions.

18. Reflector – Not used in groups of 3…all take on this role at the end of the activity. Is focused on the process as well as the content. Makes sure that they themselves understand the group’s answers. Writes their own responses to questions. If the group gets stuck on some aspect of the activity, records that information on the Exit Pass. Polls the group at the end about what is still content “fuzzy” and what do they feel went well (what does everyone understand very clearly). Records these responses on the exit pass.

19. Technician – used in groups of five  Sees that materials are distributed to each participant.  Makes sure that all materials get into the proper places.  Writes their own responses to questions.  Makes sure that they understand the group answers.

20. Today’s activity will let you explore algorithms and perhaps refine your definition.

21. Wrap up Fill in the exit pass and leave it in the folder. Watch for your weekly quiz, due Monday 5pm. Watch for a detailed reading assignment for the week. Enjoy your weekend! See you on Tuesday.