Time:. . . 5 hours
Description:. . . Students examine problems that can be solved using more than one algorithm (e.g., determining the factorial value of a number). Using
brainstorming or other group problem-solving techniques, students develop alternative algorithms using recursive and non-recursive techniques. Students identify the components of a recursive algorithm and develop criteria for recognizing when a recursive algorithm may be applied.
Level:. . . III (Grades 10-11)
Topics:. . . 1—fundamental ideas about the process of program design, and problem solving, including style, abstraction, and initial discussions of correctness and efficiency as part of the software design process.
2—simple data structures and their uses.
Prior Knowledge and Skills:. . . use of problem-solving models, the ability to develop appropriate algorithms to solve problems, and the ability to write pseudocode.
Planning Notes:
•Review the nature of recursion.
•Gather examples of problems that can be solved using more than one method, including recursion, and determine which problems may be solved using a recursive algorithm.
Teaching/Learning Strategies:
•divide the class into groups of two or three students.
•review the brainstorming problem-solving technique.
•present a problem that can be solved using a familiar but complex algorithm and may also be solved using a less familiar but simpler algorithm (e.g., determining the quotient and remainder of the division of two integers).
•Students, in their groups, develop more than one algorithm for the solution.
•The teacher facilitates a class discussion to develop criteria for the evaluation of algorithms, including the efficiency of the solution and the complexity of the required coding. Both processing and user interface efficiencies are considered.
•Groups evaluate the algorithms using the developed criteria and share their algorithms and evaluations with the class.
•The teacher introduces the recursive method of problem solving and illustrates a recursive algorithm for the solution to a different problem (e.g., calculating the factorial value of a number).
•Groups develop a recursive algorithm to the initial problem and evaluate its efficiency.
•The teacher facilitates a class discussion to establish criteria for determining if a recursive algorithm is an appropriate solution and identifies additional problems that may be solved using recursion.
•Working in groups, students develop recursive and non-recursive algorithms for additional, assigned problems.
Assessment and Evaluation:
•A formative assessment of the assigned in-class work in the form of roving conferences, and
•a summative assessment in which students complete an assignment requiring the development of both a recursive and a non-recursive algorithm.
Accommodations: . . . Provide print copies of examples of algorithms using recursive and non- recursive methods, including graphic illustrations, and use models to illustrate the algorithms.
Activity:. . . Planning a Solution
Time:. . . 6 hours
Description:. . . Students work in groups to analyze complex problems (e.g., Towers of Hanoi) and to develop appropriate algorithms using recursive and non- recursive techniques. Students create pseudocode and design charts to assist them in planning a solution and assess these representations of code as problem-solving tools.
Level:. . . III (Grades 10-11)
Topics:. . . 1—fundamental ideas about the process of program design, and problem solving, including style, abstraction, and initial discussions of correctness and efficiency as part of the software design process and
7—principles of software engineering: software projects, teams, the software life cycle.
Prior Knowledge and Skills:. . . students can apply the steps in the software design life cycle; use pseudocode, diagrams, and charts to summarize program design; and develop appropriate algorithms to solve problems.
Planning Notes:
•Review top-down problem solving.
•Select a problem to use in developing a model solution and prepare the appropriate models.
Teaching and Learning Strategies:
•The class is divided into groups of two or three students and each group is assigned a problem.
•Groups investigate the problem, using a variety of problem-solving techniques to analyze it.
•Each group uses brainstorming or other group problem-solving techniques to develop an algorithm for the solution to the problem. In a class discussion, groups present and share their algorithms.
•Students compare the effectiveness and efficiency of the algorithms presented and then the groups refine their algorithms.
•Each group develops a flow chart, structure chart, and/or pseudocode to represent the application of the algorithm. The teacher conferences with each group to discuss and assess the solution design.
Assessment and Evaluation:
•a formative peer assessment of the presented algorithms;
•a formative assessment of the design for the solution to the problem.
Accommodations:
•Provide print sample algorithms similar to the one studied.
•Use graphical models to illustrate the problem.
•Selectively pair/group students to assist problem solving.
•Provide problems of varying complexity to provide an appropriate challenge.
Activity:. . . Role Playing Helper Functions/Recursion
Time:. . . 1 hour
Description:. . . Students role play various objects of simple programs to understand parameter passing and recursive calls
Level:. . . III, IV (Grades 10-12)
Topics:. . . 1—methods (functions) and parameters, recursion
Prior Knowledge and Skills:. . . compile and run simple programs; write code using parameters.
Planning Notes:
•Prepare or obtain from resources scripts for role playing objects in a small program with several nested (and usually also recursive) calls.
•Gather colored markers and poster board as needed.
Teaching/Learning Strategies:
•Review the concepts of constructors, parameters, and calling helper methods.
•Students read code for the program to be used for the role play.
•Select a student to role play the main function. If desired, give student a large name tag to wear. Select another student to be the code monitor whose job is to keep a record of the current line of code being executed.
•Assist class as they act out the script, each time an object is constructed the student calling the constructor function picks a classmate to play the role of the object; if using name tags, be sure to give each object- player a name tag. Using different sized, shaped, or colored tags for different classes is helpful.
•Frequently pause the play and ask audience members to identify who the next actor will be.
Assessment and Evaluation:
•a formative assessment of the role play in the form of roving interviews;
•a summative assessment can be administered asking students to indicate the number of objects in existence as the play progressed and similar questions.
Accommodations:
•Let pairs of students play a role.
•Assign roles yourself giving simpler roles to students who are struggling.
Resources:. . . Several role playing exercises are available at:
http://cs.colgate.edu/APCS/Java/RolePlays/JavaRolePlays.htm