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CSE1110 Structured Programming 1

Introductory · 1 credit · BIT - Business, Admin, Finance and IT

Description
Students are introduced to a general programming environment in which they write simple structured algorithms and programs that input, process and output data, use some of the more basic operators and data types, and follow a sequential flow of control.
Prerequisite
None
Parameters
Access to appropriate computer equipment, software, the Internet and support materials. Specifically, students must have access to a programming environment that encourages structured programming.
Supporting courses
CSE1010: Computer Science 1

Outcomes The student will:

  • 1 demonstrate introductory structured programming skills by writing sequential algorithms to solve problems involving input, processing and output

    • 1.1 describe the purpose and nature of an algorithm

    • 1.2 analyze a variety of simple algorithms and describe the task or tasks the algorithms are attempting to carry out

    • 1.3 analyze problems and determine if they can be solved using algorithms that employ an input/processing/output (IPO) approach

    • 1.4 decompose the problem into its input, processing and output components, and identify what data is already available to the program and what must be inputted

    • 1.5 sequence components appropriately so that processing occurs only when all required data is available and output occurs only after appropriate processing has occurred

    • 1.6 write the algorithm in an acceptable format; e.g., pseudocode, structured chart

    • 1.7 test the algorithm for failure as well as success with appropriate data

    • 1.8 revise the algorithm, as required

  • 2 translate algorithms into source code, convert the source code into machine executable form, execute and debug, as required

    • 2.1 describe a typical programming development environment commenting on the role of the key components; e.g., the source code editor, code translator (compiler and/or interpreter), executor, debugger

    • 2.2 compare and contrast integrated development environments specifically developed for programming with user assembled collections of applications and system software; e.g., text processor for coding, command line compiler

    • 2.3 describe and demonstrate the use of key components in a programming development environment

    • 2.4 convert algorithms into a sequence of statements in an appropriate programming language being sure to:

      • 2.4.1 maintain the IPO structure of the algorithm

      • 2.4.2 use appropriate internal and external documentation

      • 2.4.3 use appropriate data types such as integers, real numbers, characters and strings

      • 2.4.4 use appropriate variables and constants to hold data

      • 2.4.5 use literals and input commands, e.g., methods or operators, to provide data for processing

      • 2.4.6 use assignment, arithmetical and concatenation and interpolation operators, where appropriate, to process data

      • 2.4.7 use output commands; e.g., methods or operators, to display processed data

    • 2.5 test the algorithm for failure or success with appropriate data

    • 2.6 revise the algorithm, as required

  • 3 analyze and compare the results of the program with the intent of the algorithm and modify as required

    • 3.1 use appropriate test data and debugging techniques to track and correct errors including:

      • 3.1.1 run-time errors; e.g., compiler, linker, syntax

      • 3.1.2 logic errors

  • 4 demonstrate basic competencies

    • 4.1 demonstrate fundamental skills to:

      • 4.1.1 communicate

      • 4.1.2 manage information

      • 4.1.3 use numbers

      • 4.1.4 think and solve problems

    • 4.2 demonstrate personal management skills to:

      • 4.2.1 demonstrate positive attitudes and behaviours

      • 4.2.2 be responsible

      • 4.2.3 be adaptable

      • 4.2.4 learn continuously

      • 4.2.5 work safely

    • 4.3 demonstrate teamwork skills to:

      • 4.3.1 work with others

      • 4.3.2 participate in projects and tasks

  • 5 make personal connections to the cluster content and processes to inform possible pathway choices

    • 5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences

    • 5.2 create a connection between a personal inventory and occupational choices

Program of Studies 2009. Source document, © Alberta Education.