data Integrative Programming untuk pemula.pdf
- 1. P a g e 1 | 9 ACTS COMPUTER COLLEGE – INFANTA, INC. Larita Bldg., Gen. Luna St., Infanta Quezon Bachelor of Science in Information Technology Revised Curriculum (K – 12 Conformity) Effective Academic Year 2018-2019 COURSE NUMBER: IT214 TITLE: INTEGRATIVE PROGRAMMING & TECHNOLOGY DEPARTMENT: CS, IT AND IS DEPARTMENT DEGREE PROGRAM: BSCS, BSIT FACULTY MEMBER: MARIA CRISTINA B. NAZARENO CONSULTATION PERIOD: CONTACT INFORMATION: +639952006630 COURSE DESCRIPTION: This course looks at systems integration with focus on communication mechanisms and data standardization. Students learn how to choose their communication approach by considering platform, data structure similarity/dissimilarity as well as client requirements. This is a technique which enables dynamic website and application development through integration of programming and mark up languages into one for example html with XML, JavaScript and CSS, XML with PHP, C# with XML , XML with XSLT and so on to meet the interactive and specific dynamic end-user requirements. Topics include inter-systems communication, data mapping and exchange, integrative coding, scripting techniques, software security, and an overview of programming languages. The course content is based on open source software such as PHP or closed source software such Active Server Pages (ASP). The software to use will depend on the lecturer giving the course. Active Server Pages (ASP) as a server side scripting architecture for building dynamic web applications, and an ideal environment for building web- based commerce solutions
- 2. P a g e 2 | 9 COURSE OUTCOMES (CO): This course contributes to the following Program Outcomes (POs) for Bachelor of Science in Computer Science and Bachelor of Science in Information Technology. On the completion of the course, student is expected to be able to do the following: PROGRAM OUTCOMES COURSE OUTCOMES PO1: Apply algorithmic, mathematical and scientific reasoning to a variety of computational problems. CO1 Demonstrate a fundamental understanding of software development methodologies, including modular design, pseudo code, flowcharting, structure charts, data types, control structures, functions, and arrays. C02 Develop programs using an appropriate coding standard that utilize logical algorithms from specifications and requirements statements. PO2: Design, correctly implement and document solutions to significant computational problems both in software and network solutions. PO3: Analyze and compare alternative solutions to computing problems. C03 Select and apply computer programming concepts to solve new problems or situations using appropriate debugging and testing techniques to ensure the correctness of a program and compliance to given specifications. LEARNING OUTPUT (LO): As evidence of attaining the above course outcomes, the student has to do and submit the following: LEARNING OUTPUT DESCRIPTION AND OTHER DETAILS COURSE OUTCOMES IT REPRESENTS LO1 PROGRAM PROJECT The program project will involve a rea life computer program base on given scenario which will assess how the student will make ubiquitously program using adequate computer programming language. CO1, CO2, CO3
- 3. P a g e 3 | 9 RUBRIC TO ASSESS LEARNING OUTPUT (R): CRITERIA EXCELLENT GOOD SATISFACTORY UNSATISFACTORY (4) (3) (2) (1) SYNTAX Program compiles and contains no evidence of misunderstanding or misinterpreting the syntax of the language. Program compiles and is free from major syntactic misunderstandings, but may contain non-standard usage or superfluous elements. Program compiles, but contains errors that signal misunderstanding of syntax – such as the semicolon in if(exp);{} Program does not compile or (in a dynamic language) contains typographical errors leading to undefined names. Ability to understand and follow the rules of the programming language. LOGIC Program logic is correct, with no known boundary errors, and no redundant or contradictory conditions. Program logic is mostly correct, but may contain an occasional boundary error or redundant or contradictory condition. Program logic is on the right track with no infinite loops, but shows no recognition of boundary conditions (such as < vs. <=) Program contains some conditions that specify the opposite of what is required (less than vs. greater than), confuse Boolean AND/OR operators, or lead to infinite loops. Ability to specify conditions, control flow, and data structures that are appropriate for the problem domain. CORRECTNESS Program produces correct answers or appropriate results for all inputs tested. Program produces correct answers or appropriate results for most inputs. Program approaches correct answers or appropriate results for most inputs, but can contain miscalculations in some cases. Program does not produce correct answers or appropriate results for most inputs. Ability to code formulae and algorithms that reliably produce correct answers or appropriate results. DELIVERY The program was delivered on time and completed 100% of requirements. The program was delivered within a week of the due date and completed between 80- 99% of the requirements. The code was within 2 weeks of the due date and completed at least 75% of the requirements. The code was more than 2 weeks overdue, completed less than 75% of the requirements and does not comply with requirements (does something other than requirements). Ability to submit the project on the scheduled time specified by the instructor CLARITY Program contains appropriate documentation for all major functions, variables, or non-trivial algorithms. Formatting, indentation, and other white space aids readability. Program contains some documentation on major functions, variables, or non- trivial algorithms. Indentation and other formatting is appropriate. Program contains some documentation (at least the student’s name and program’s purpose), but has occasionally misleading indentation. Program contains no documentation, or grossly misleading indentation. Ability to format and document code for layman's comprehension. (NOTE: Documentation here means appropriate comments, indentation and others relating to clarity of the code)
- 4. P a g e 4 | 9 OTHER REQUIREMENTS AND ASSESSMENTS (AA): Aside from the final output, the student will be assessed at other times during the term by the following: ASSESSMENT ACTIVITY DESCRIPTION COURSE OUTCOMES IT REPRESENTS AA01 LA Laboratory Activity CO1, CO2, CO3 AAO2 PFE Pre-final Exam CO1, CO2, CO3 AA03 ME Midterm Exam CO1, CO2, CO3 AA04 PE Prelim Exam CO1, CO2, CO3 AA05 OE Other Exam (Seatworks, Quizzes) CO1, CO2, CO3 GRADING SYSTEM: The final grade in this course will be composed of the following items and their weights in the final grade computation: ASSESMENT ITEM GRADE SOURCE (SCORE OR RUBRIC) PERCENTAGE OF FINAL GRADE AA01 Rubrics for Programs/ Rubrics for Coding Style 20 AA02 Exam Score 15 AA03 Exam Score 15 AA04 Exam Score 15 AA05 Exam Score 5 LO1 Rubric for the Project 30 PASSING GRADE: 75% PASSING GRADE CONDITIONS: The students should have taken all the major exams and implemented the project.
- 5. P a g e 5 | 9 LEARNING PLAN: In order to achieve the outcomes of this course, learners will go through this learning plan COURSE OUTCOMES INTENDED LEARNING OUTCOMES (ILO) TOPICS WEEK LEARNING ACTIVITIES ASSESSMENT ACTIVITIES REFERENCES AND RESOURCES CO1 Analyze simple scenario using pseudo-code, flowcharting and decision trees. Introducing Algorithms Pseudo-code Flowchart Decision Tree 1,2 Lecture Discussion Seatwork Paper & pen Activity Laboratory Activity Create an algorithm using flowchart, pseudo – code and decision tree for simple mathematical problem like adding of two numbers. 1 Familiarize the basic structure of C# programming using Visual Studio as the IDE (integrated development environment). Introducing C# Explaining Visual Studio IDE Basic Syntax of C# 3 Use of simple output function for printing problems like “Hello World!” Long quiz C01 Learn the structural elements of a simple program using C#. Understanding the Structure of a C# Program The Main Method Using Comments 3 Lecture Discussion Seatwork Paper & pen Activity Laboratory Activity Use a simple output function that displays something like below and use comments explain the usage of a program. * *** ****** ********* * * 1 C01, C02 Understand the difference between constants and variables and use them appropriately in coding C# program. Learn how to assign values to variables. Understanding Constants and Variables Initialization and Declaration 4,5 Use of simple input and output function for a simple question and answer program that simply outputs back the answer to the question 1
- 6. P a g e 6 | 9 COURSE OUTCOMES INTENDED LEARNING OUTCOMES (ILO) TOPICS WEEK LEARNING ACTIVITIES ASSESSMENT ACTIVITIES REFERENCES AND RESOURCES Understand different Data Types and know the important distinction between a Primitive Data Type and an Object Type. Learn how to use values of variables of different types. Data Types Primitive Data Types Object Types Operators Unary Operators Binary Operators Ternary Operators 5,6 Lecture Discussion Seatwork Pen & Paper Activity Laboratory Activity Implement a program that would solve a simple arithmetic problem using operators and variables like computing for the perimeter of a rectangle. Prelim Examination Program Project 1, 5 Learn about conditional expressions that return Boolean result. Examine arithmetic, relational, and logical operators used with conditional expressions. Write if selection type statements to include one – way, two – way, and nested forms. Understanding Decision Structures The If Statement The If – Else Statement The If – Else – If Statement Nested If Statement 7,8 Discussion and demonstration of sample program based on scenario that make some decision appropriate to its given criteria. Problem -based learning Pen & Paper Activity Laboratory Activity Implement a program that can be solved by conditional statements for problems involving logical output based on its inputs. Quiz 1, 2 Explain and use switch statement as an alternative to if – else statement for multiple branching. The Switch Statement 9 Discussion and demonstration of sample program that make use of switch statement Problem -based learning Pen & Paper Activity Laboratory Activity Implement and executes code of one of the conditions based on a pattern match with the specified match expression 1, 2
- 7. P a g e 7 | 9 COURSE OUTCOMES INTENDED LEARNING OUTCOMES (ILO) TOPICS WEEK LEARNING ACTIVITIES ASSESSMENT ACTIVITIES REFERENCES AND RESOURCES Learn why programs use loops. Write and understand counter, state, and sentinel – controlled while loops. Compare the do… while looping structure with the while loop. Understanding Repetition Structures Introduction to Repetition Using While Loop The Do… While Loop 10, 11 Discussion and demonstration of sample program that make use of switch statement Problem -based learning Pen & Paper Activity Laboratory Activity Implement an iterative program like computing for a factorial of a number and printing the values given a number series. Midterm Examination Program Project 1, 2, 3 Understand the difference between Foreach and For loop. Execute a series of simple statement multiple times using For loop. Construct loops nested inside other loops. Be introduced to recursion and learn how recursive methods work. Pick appropriate loop structures for different applications. Understanding the For Loop Understanding the Foreach Loop and its Usage Nested Loop 12,13 Discussion and demonstration of sample program that make use of switch statement Problem -based learning Pen & Paper Activity Laboratory Activity Implement an iterative program that accepts a number of students that outputs each student’s average based on the given subject grade. 1, 2, 3 Learn what an exception is Implement a routine with a try/catch block Release resources in a finally block Exception Handling Using Try – Catch – Finally 14, 15 Discussion and demonstration of sample program that make use of switch statement Problem -based learning Pen & Paper Activity Laboratory Activity Implement a program that makes use of an exception handling such as validation for inputs Quiz 1, 3
- 8. P a g e 8 | 9 COURSE OUTCOMES INTENDED LEARNING OUTCOMES (ILO) TOPICS WEEK LEARNING ACTIVITIES ASSESSMENT ACTIVITIES REFERENCES AND RESOURCES Become familiar with the components of a method Call class methods with or without parameters Use predefined methods in the Console and Math classes Write their own value and non-value returning class methods (with or without parameters) Introduction to Functions/Method Built – in Functions Programmer’s Function Recursive Function 16, 17 Discussion and demonstration of sample program that make use of switch statement Problem -based learning Pen & Paper Activity Laboratory Activity Modify the factorial program created using repetition and make it as recursive method Pre - Final Examination Program Project 1, 2, 3 Learn array basics Declare arrays and perform compile – time initialization of array elements Access array elements Arrays Array Basics Array Declaration Array Access 18 Discussion and demonstration of sample program that make use of switch statement Problem -based learning Pen & Paper Activity Laboratory Activity Implement a program that accepts any number of integer input values, total the values and display a report showing the original value input and the percentage it contributes to the total. Quiz 1, 3, 4 Become familiar with methods of the Array class Write methods that use arrays as parameters Array class Arrays as Method Parameters 19 Discussion and demonstration of sample program that make use of switch statement Problem -based learning Pen & Paper Activity Laboratory Activity Make the student to write a program that allows the user to enter any number of names, last name first. Using one of the predefined methods of the Array class, order the names in ascending order and display the result. Long Test 1, 2
- 9. P a g e 9 | 9 COURSE OUTCOMES INTENDED LEARNING OUTCOMES (ILO) TOPICS WEEK LEARNING ACTIVITIES ASSESSMENT ACTIVITIES REFERENCES AND RESOURCES Create two dimensional arrays including rectangular and jagged types Use multidimensional arrays Two – Dimensional Arrays Rectangular Array Jagged Array Multidimensional Array 20, 21 Discussion and demonstration of sample program that make use of switch statement Problem -based learning Pen & Paper Activity Laboratory Activity Let the student write a program that creates a two dimensional array with 10 rows and two columns. The first column should be filled with 10 random numbers between 0 and 100. The second column should contain the squared value of the element found in column 1. Final Examination Program Project 2, 6 REFERENCES: Books: 1. Wiley, Software Development Fundamentals, Microsoft Official Academic Course, 2012 2. Doyle, Barbara, C# Programming: From Problem Analysis to Program Design, 2nd Edition, Course Technology, 2008 Internet sources: 3. https://www.tutorialspoint.com/csharp/ 4. https://csharp.net-tutorials.com/ 5. https://www.c-sharpcorner.com/csharp-tutorials 6. https://docs.microsoft.com/en-us/dotnet/csharp/ CLASSROOM POLICIES: 1. Students should be able to attend 80% of the required hours for the course. 2. Cheating is not allowed.