Unit 5. Data ManipulationRevision Date: Jan 12, 2020 (Version 3.0)
Students collaboratively define, design and implement a programming project: a miniature version of the Create Performance Task. They create and share presentations and share with groups (of about six students).
Students present. the project goals, the development process they used, functional and dta abstractions they considered and used.
Sessions 2 and 3:
Students working in pairs practice choosing a project and planning how to implement it in a fixed time frame.
Students have just two days to plan and implement a project that uses a user created function and makes use of a list or other data structure. Since this is a practice task, teachers may provide help with algorithms, functions, data abstraction or other programming concepts. Remind students that during the actual task teachers may not provide this kind of support so as much as possible students should rely on the collaborative partners for assistance when needed.
Students may receive most or all of the credit from an incomplete project if the project demonstrates the required components.
For this practice task, teachers may want to provide program stubs. Stubs could include a suggested function and data abstraction. Functional abstraction should include a parameter that is used to make a selection in the procedure.
Briefly present an overview of the Create Performance Task. Explain that students will have 12 hours to complete the Create Task later in the course and they will four sessions for the practice version we are beginning today. Explain that the Full Create Performance Task Guidelines are provided as a resource and a guide for students however students are to complete the guidelines for the practice task. Requirementst from the full task that we are not doing are struck though in the lis below. For instance, in the practice Create Task we will not be producing a video or writing responses about the video.
You will be provided with a minimum of 12 hours of class time to complete and submit the following:
Your program must demonstrate:
Include comments or acknowledgments for any part of the submitted program code that has been written by someone other than you and/or your collaborative partner(s) including the origin of the code. The acknowledgement should include the origin or original author’s name.
Create a PDF file that contains all of your program code (including comments).
Your video must demonstrate your program running, including:
Collaboration is not allowed during the development of your video. Your video must not contain any distinguishing information about yourself. Your video must not be narrated, but text captions are encouraged.
Submit one PDF file that includes your responses to each prompt below. Clearly label your responses 3a–3d in order. Your response to all prompts combined must not exceed 750 words, exclusive of the program code. Collaboration is not allowed when answering the written responses.
3a. Provide a written response that:
3b. Capture and paste two program code segments you developed during the administration of this task which contain a list (or other collection type) being used in your program. The first program code segment must show how data has been stored in the list1. The second program code segment must show the data in the same list being processed, such as creating new data from the existing data. Then, provide a written response that:
3c. Capture and paste a procedure from your program that you developed during the administration of this task which implements an algorithm used in your program. This procedure must:
Then, provide a written response that:
3d. Provide a written response that:
For this practice task, students will complete simpler project and a two to three minute presentation about it, rather than a video and a report. Students work in partners to select and develop projects.
After completing the project, students will create a presentation about it. The presentation should address:.
Projects are chosen by the students. If they wish, projects may be based on the following labs from How to Think Like a Computer Scientist. Before selecting a project students should consider how they might use a data structure (list) in their project.
How to Think Like a Computer Scientist Labs
Students choose and plan a project with partners and complete the project development table.
Project Development Plan
Describe a selection the algorithm makes and describe how the algorithm uses iteration.
Describe at least two different tasks the function may perform.
Describe the values that will be stored and how they will be used by the program.
Students submit the Project Development Plan.
Students reflect on their project and making journal entry of goals for tomorrow.
Students complete a brief journal entry planning their team and individual work for today.
Students work to implement and test projects. Teachers may evaluate student performance based on student journal entries and their observations of student effort in implementing the project. In the Create Performance task, students should direct their questions with their partners and or consult their class notes and examples for help. Teachers may only help resolve technical issues (hardware or software) or provide clarification of the project requirements. In this practice task, students may receive limited help in developing the project.
Closing (2 min)
Students submit the key algorithm code developed so far.
Students make a journal entry about the progress they made and their goals for tomorrow.
Each student prepares a presentation. Partners may collaborate in the report presentation but each partner must prepare their own report.
Explain the presentation requirements.
Format: A two to three minute presentation with partners taking turns in the presentation,
Function in the project
Code showing creation and use.
Function in the project
Code showing definition and calls
Parameter it uses and alternative paths through the procedure
Purpose of the algorithm
Code and how the algorithm works (pseudocode can be used)
Use of selection and iteration
Students present their project to table groups. Time the presentations so that they do not exceed 3 minutes. Students discuss with table groups what they like about the project, what they learned and any questions or comments they have.
Closing (2 min)
Students submit their presentations and program code. Students create exit slips with any questions or comments they have about the Create Task.
For the practice task, if student projects are too big or too small in scope, teachers should provide guidance.
For the practice task, project descriptions and pseudocode/algorithm description for each proposed project should be assessed. Assessment can be done by collaborative partners first.
If partners have concerns, they should be brought to the teacher.
The project should be assessed using the latest rubric provided by the College Board.
The latest rubric (updated as of November 2018) is in the lesson folder. The practice project does not ask students to create a video so row 1 should net be used. The assessment can be the basis of a summative grade using the suggested scale below.
Complete presentation submitted 25%
Code with abstractions submitted 25%
Rubric Points (5) 5 * number of rubric points up to 50%