Data Structures and Algorithm Lesson Plan - Essay Example

Data Structures and Algorithm Lesson Plan Data Structures and Algorithm Lesson Plan : Lesson Title: Data Structures and Algorithm Grade Level: College/University Level Technology Standard (NETS-S) ISTE Standards for Students Subject Area/Content Standard: Information Technology. Technology tool/software: Object Oriented Language i.e. .Java Preparation Prerequisites: 1) Computer Fundamentals: Basic competencies for application of a computer to everyday tasks using standard packages. 2) Introduction to programming: is to enable the student apply high level language for solution of simple scientific problems, and for this purpose to manipulate the inputs/outputs of a computer. 3) Communication skills: equip a student with skills to acquire knowledge and effectively communicate their views to others, orally and in writing. Context: SCO 204 This Unit is Level two (2) part four (4) of the Information Technology (IT) Course. Vocabulary: Vocabulary reinforced are: Reading skills: Listening skills: Library skills: collecting and abstracting information: Speaking skills: Writing skills: analyzing tasks, panning, drafting and editing various types of writing skills: Study techniques: Planning work, organizing, storing and retrieving information. Students will be expected to: • Demonstrate capacity to obtain information from listening. • Demonstrate ability to obtain and synthesis information on a subject from various written sources. • Demonstrate ability to communicate in writing. • Demonstrate ability to make oral presentations Materials: Textbook: Data Structures and Algorithms Analysis in C by Mark Allen Weiss Introduction to Algorithms, Second Edition By Thomas H. Cormen, Charles E. Leiserson, and Ronald L. Rivest and Clifford Stein Computer Software: Java SDE software will be pre-installed in the Computer lab that will be in use during Practical lessons. WISE The Web-based Inquiry Science Environment (WISE) provides a platform for creating inquiry science projects for middle school and high school students using evidence and resources from the Web. Objectives or Learner Outcomes General Goal(s): The purpose of the course is to impart knowledge of manipulation and handling of data and application to algorithms Specific Performance-Based Objectives: Students will be expected to: Demonstrate knowledge in basic data structures such as arrays, lists, trees, stacks, queues, binary search trees, and harsh tables State the characteristics of arrays, lists, trees, stacks, queues, binary search tree’s, harsh tables Create the data structures in an object oriented language Implement various searching and sorting algorithms Create and use data structures Determine which algorithm or data structure to use in different scenarios Assessments Regular Examination at end of term/semester; 60 %, Continuous Assessment: 40 % where 10 % shall be continuous assessment tests, 10 % shall be assignments, and 20 % shall be labs. Anticipatory Set (Lead-In) Anticipatory Set (Lead-In) The student will be expected to write a short description of what they understand by Data structures and Algorithm field. Step-By-Step Procedures Description/Content Fundamental data structures: Stacks; queues; linked lists; hash tables; trees; graphs. Object oriented Design: encapsulation and information hiding, classes, separation of behavior, class Hierarchies, inheritance, polymorphism. Computing algorithms: O (N log N) sorting algorithms, hash tables, including collision-avoidance strategies, binary search trees, Representations of graphs, depth- and breadth-first traversals. Recursion: recursive mathematical functions, simple recursive procedures, divide-and-conquer strategies, recursive Backtracking. The basics of algorithmic analysis. Overview of programming languages: Programming paradigms. Guided Practice Students are expected to form groups of 5-10 during class lab works. The groups will practice the programming skills in the computer lab and do the assignments given. The group’s assessment will be done and graded according to the results from the group assignments. Lesson Extension The student motivations will be based on the group performance and timing. Those three group which comes first will be added 5marks on top of the overall grading. Adaptations The student with disability will be expected to work according to their capability without pressure and submit their work with extended timing system during practical works. Independent Practice Independent Practice The student will be expected to submit individual works from the individual assignments to enhance personal working skills. Grading will be done in accordance to the performance. Closure Reflect on Anticipatory Set Students will complete an anticipatory set of questions about usable and/or useful data. They may take the ungraded survey multiple times, if they like. 1. Explain: "Today, you will learn more about what qualifies as data and about its utility. First, you will complete an anticipatory set of questions that will help prepare your brain to learn the content to follow." 2. Direct students to the Usable and/or Useful Data? Survey. 3. Read the survey description as a class, and answer any student questions that arise. 4. Instruct students to independently complete the survey. Inform them that they may re-take the survey, if they would like. Monitor student work by walking around the class, and answering any questions that arise (perhaps with guiding questions). Category 4 3 2 1 Content Covers topic in depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal or there are several factual errors. Organizations Content is well organized, using heading(those given in the lesson guide)or bulled lists to group related materials Content uses heading or bulleted lists to organize, but the overall organizations of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational Structure, just lots of facts. Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation of works. Makes good use of font, color, graphics, effects, etc. to enhance to presentations. Makes use of font, color, graphics, effects but occasionally these detract from the presentation content. Makes good use of font, color, graphics, Effects, etc. But these often distract from the Presentation content. Contribution to the group. Contribute greatly to the development of the class discussions and group works. Contribute adequately to the development of the class discussions and group works. Contribute moderately to the development of the class discussions and group works. Contribute minimally to the development of the class discussions and group works. Accuracy No misspelling or grammatical errors. No code error on program code written. Three or fewer misspelling or grammatical errors. Not more than two code errors on program code written. Four misspelling or grammatical errors. Not more than four code errors on program code written. More than four misspelling or Grammatical errors. Five or more code error on program code written. References Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of educational research, 77(4), 575-614. 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