Unit 2. Developing Programming ToolsRevision Date: Jan 12, 2020 (Version 3.0)
Students learn simple Python programs and their structure, as well as the basics of debugging.
Programs can be developed to solve problems (to help people, organizations or society), for creative expression, to satisfy personal curiosity or to create new knowledge.
Additional outcomes beyond the original purpose of a program are possible.
Student computer usage for this lesson is: required
For the Students:
Jigsaw: Divide students up into 5 groups. Have each group prepare a creative presentation on one of the topics below with visuals or an active component (rap, song, dramatic reading, etc.) to convey the message of that section. Groups have 15 minutes to prepare a 2-minute presentation.
To minimize time spent debugging in support programming goals:
Journal: Use formative assessment Questions 1 - 3:
Set up your IDE and Python at home (if you can) or use an online Python IDE such as https://repl.it/languages/Python3 or ideone.com . Type up a simple "Hello World" program and get it to run. Bring in evidence that it works or write a few sentences about the issues you are having in trying to install it or write about your experience using an online IDE, or write out the code for Hello World without looking at any notes and report on how easy or hard it was to remember the details. (Be careful not to make any student feel awkward for lack of a home computer they are allowed to install softare on)
Collect handwritten notes or evidence that Python 3 is set up at home or the student is able to use https://repl.it/languages/Python3 or ideone.com. As students work on tutorial, address specific issues with students who had trouble with install.
Complete an introductory tutorial:
Develop the beginnings of a chat bot where the computer and user introduce themselves to each other. The computer asks a question, the user provides a response and the computer responds back again, including the user input within the response (see https://groklearning.com/csedweek/ for ideas). Extend: Give your chatbot a personality like a friend, grandfather, therapist, or child.
First discuss: How can additional desired outcomes happen independently of the original purpose of a program? (examples: a program like chatbot could help someone learn a new language, provide entertainment for a shut-in. Computer games can increase reflexes, logic skills, provide motivation for someone in physical therapy)
Answer Formative assessment Questions # 4 - 6:
4) Name several different input devices.
5) How do we comment a Python program? Why do we use comments?
6) In your journal, make a tree diagram, name the three types of errors, and give examples of each. Which type of error do you think is the hardest to detect and why?
Write code to introduce yourself. Display your name. Greet and ask for three interests. Display the three interests and give a reply like "That's interesting!" Print your code. Next day: Have students introduce one another by “running the code" of a classmate. If you cannot get PyCharm to install, use http://ideone.com/ or repl.it or create this program by hand on paper.
In your journal, make a tree diagram, name the three types of errors, and give examples of each. Which type of error do you think is the hardest to detect and why?
Find the errors in an algorithm or in Python statements covered to date
Define what debugging is and give examples of the 3 categories of bugs (syntax, logic(semantic) and runtime)
Describe the differences between programming and debugging.