ALEX Classroom Resources

   View Standards     Standard(s): [DLIT] (5) 10 :

4) Create a simple pseudocode.

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3) Create pseudocode that uses conditionals.

Examples: Using if/then/else (If it is raining then bring an umbrella else get wet).

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2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

Are you ready to code a computer program, but not sure where to start? Write pseudocode! Computer programmers often start projects by using everyday language to write out what they want to happen in their code--this is called pseudocode. Students will write their own pseudocode in this activity.

   View Standards     Standard(s): [DLIT] (5) 8 :

2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

[DLIT] (5) 9 :

3) Create an algorithm that is defined by simple pseudocode.

[DLIT] (5) 10 :

4) Create a simple pseudocode.

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5) Develop and recommend solutions to a given problem and explain the process to an audience.

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5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

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6) Identify steps in developing solutions to complex problems using computational thinking.

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7) Describe how automation works to increase efficiency.

Example: Compare the amount of time/work to hand wash a car vs. using an automated car wash.

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3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[DLIT] (7) 12 :

6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

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5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

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6) Describe how algorithmic processes and automation increase efficiency.

Computer programs often need to process a sequence of symbols such as letters or words in a document, or even the text of another computer program. Computer scientists often use a finite-state automaton to do this. A finite-state automaton (FSA) follows a set of instructions to see if the computer will recognize the word or string of symbols. We will be working with something equivalent to a FSA—treasure maps!

The goal of the students is to find Treasure Island. Friendly pirate ships sail along a fixed set of routes between the islands in this part of the world, offering rides to travelers. Each island has two departing ships, A and B, which you can choose to travel on. You need to find the best route to Treasure Island. At each island you arrive at you may ask for either ship A or B (not both). The person at the island will tell you where your ship will take you to next, but the pirates don’t have a map of all the islands available. Use your map to keep track of where you are going and which ship you have traveled on.

   View Standards     Standard(s): [DLIT] (5) 8 :

2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

[DLIT] (5) 10 :

4) Create a simple pseudocode.

[DLIT] (5) 11 :

5) Develop and recommend solutions to a given problem and explain the process to an audience.

[DLIT] (5) 34 :

28) Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

Examples: Design backpack for a specific user's needs; design a method to collect and transport water without the benefit of faucets; design boats that need to hold as much payload as possible before sinking; design models of chairs based on specific user needs.

Using a predefined symbol key, your students will guide one another to accomplish specific tasks without using any verbal commands. This segment teaches students the connection between symbols and actions, the difference between an algorithm and a program, and the valuable skill of debugging.

This unplugged lesson brings the class together as a team with a simple task to complete: get a "robot" to stack cups in a specific design. Students will work to recognize real-world actions as potential instructions in code. The designing of precise instructions will also be practiced, as students work to translate worded instructions into the symbols provided. If problems arise in the code, students should work together to recognize bugs and build solutions.

Students will be able to:
- gain an understanding of the need for precision in coding.
- learn how to recognize a bug and how to debug the malfunctioning code.

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