Reverse Cipher, Substitution Cipher dan Transposition. 2. Guru menunjukkan satu contoh bagi setiap kaedah sifer diselesaikan bersama murid. penerangan guru mengenai kaedah-kaedah sifer. Sila rujuk Lampiran 3. Aktiviti 2: Aktiviti Simulasi Bertukar Mesej Rahsia (Secret Message Exchange Role Play) (15 minit) Guru Murid 1. Guru membahagikan murid kepada beberapa kumpulan yang terdiri daripada 3-4 orang murid bagi setiap kumpulan. 2. Guru membekalkan satu sampul surat yang mengandungi satu mesej dalam bentuk teks biasa (plain text) beserta satu keping kertas A4 kosong bagi setiap kumpulan. 3. Guru memaparkan soalan situasi pada paparan slide di hadapan (Sila rujuk Lampiran 2) dan menerangkan kepada murid tentang situasi tersebut dan tindakan yang harus dilakukan oleh mereka. 4. Guru menyatakan bahawa masa yang diperuntukkan adalah 10 minit dan memaparkan masa tersebut pada paparan screen di hadapan sepanjang aktiviti itu berlangsung. 4. Di akhir aktiviti ini, guru menerangkan kepada murid tentang matlamat aktiviti tersebut serta mengaitkan matlamat tersebut dengan kepentingan kriptografi dalam memastikan keselamatan data. 1. Setiap murid bergerak menuju kepada kumpulan masing-masing. 2. Setelah mendengar penerangan daripada guru, setiap kumpulan dikehendaki menyulitkan (encrypt) mesej maklumat yang telah dibekalkan oleh guru di dalam sampul surat, seterusnya bertukar mesej yang telah disulitkan (encrypted) dengan kumpulan lain untuk dinyahsulitkan (decrypted). 3. Setiap kumpulan dikehendaki menyelesaikan sebanyak mungkin mesej daripada kumpulan lain dalam tempoh 10 minit. 3. Ahli kumpulan yang berjaya menyahsulitkan (decrypt) mesej daripada kumpulan lain dikehendaki membaca mesej tersebut di hadapan guru dan menyatakan kaedah sifer yang digunakan oleh kumpulan itu. 4. Ahli kumpulan yang menyahsulitkan dan membaca mesej tersebut hendaklah sentiasa bertukar antara ahli kumpulan secara bergilir. 5. Setiap kumpulan perlu menyelesaikan terlebih dahulu satu maklumat sebelum mencari dan menyahsulitkan maklumat yang baru. Penutup Guru Murid 1. Guru menanyakan semula kepada murid secara rawak tentang pembelajaran yang telah dipelajari. 2. Guru memaklumkan bahawa tugasan yang diberikan akan dibincangkan pada kelas yang berikutnya. 1. Murid diberikan tugasan untuk melengkapkan latihan pengukuhan yang terdapat pada lembaran kerja yang telah diedarkan semasa Penerokaan 3. Sila rujuk Lampiran 3.
Lampiran 1 1. Link kepada video Mesir Purba: Tulisan Hieroglif: https://www.youtube.com/watch?v=I0C4BYy_EWQ&ab_channel=NationalMuseumsLi verpool 2. Link kepada Encryption and Decryption Online Tools: https://www.devglan.com/online-tools/text-encryption-decryption Lampiran 2 Penilaian : (Nota: penilaian dilakukan sewaktu aktiviti bilik darjah berlangsung) 1. Guru mengukur dan menilai tahap kefahaman murid bagi objektif 1 berdasarkan maklum balas yang diberikan oleh murid setelah guru mengemukakan soalan ketika Penerokaan 1. 2. Guru mengukur dan menilai tahap kefahaman murid bagi objektif 2 berdasarkan lukisan yang ditunjukkan dan penerangan yang diberikan oleh murid di dalam Penerokaan 2 serta tingkah laku yang ditunjukkan oleh murid ketika Aktiviti 1. 3. Guru mengukur dan menilai tahap kefahaman murid bagi objektif 3 dengan menyemak dan memberi maklum balas berdasarkan hasil mesej teks kosong yang telah disulitkan dan dinyahsulitkan bagi setiap ahli kumpulan dalam Aktiviti 2 serta jumlah point merit yang berjaya dikumpulkan bagi melihat tahap kefahaman mereka terhadap proses penyulitan (encryption) dan nyahsulit (decryption), serta kaedah-kedah sifer yang digunakan dalam menterjemahkan mesej. Refleksi
Lampiran 3 ***Lembaran kerja Kandungan: • Nota subtopik 2.1.3: Isi tempat kosong dan satu soalan contoh bagi setiap kaedah sifer. • Latihan Pengukuhan: Aktiviti menyulitkan dan menyahsulitkan teks mesej menggunakan kaedah sifer yang telah dipelajari. 2-3 soalan bagi setiap kaedah sifer.
Lesson plan: Asas Sains Komputer Tingkatan 3 (Subtopic 3.1) By: Jasini A/P Kalaichelvan [17216924] Lesson Plan Asas Sains Komputer Tingkatan 3 [English Version] Topic 3.1 Algorithm Development / Pembangunan Algoritma 3.1.1 Characteristics of Search and Sort 3.1.2(i) Writing Pseudocode and Drawing Flow Charts for Linear Search Objectives Students should be able to: - Identify linear search characteristics (Part of Learning Standard 3.1.1) - Write pseudocode and draw flow charts for linear search algorithms (Part of Learning Standard 3.1.2) Pedagogical Strategy Multimedia Integration & Collaborative Learning Materials Numbered playing cards, blue tack/ tape, whiteboard and markers, worksheet, mahjong paper. Activity Teacher Activity Student Activity Introduction (5 minutes) 1. Teacher hands out worksheets to students. 2. Introduce the topic of search to students. 3. Explain some examples and uses of search algorithms in our daily lives (computer system finding a specific book in the library). 1. Students listen to the teacher’s explanation. 2. Students fill in the uses of search algorithms in their worksheet (Part 1). Activity 1: Representation by Playing Cards (15 minutes) 1. Demonstrate binary search algorithm by sticking playing cards on the whiteboard. 2. The playing cards represent objects in a list. 3. Explain and show that in binary search what we are looking for is compared to each item in the list until it is found, or the list is exhausted. 4. Ask if any student would like to volunteer to go through another example on the whiteboard to showcase linear search algorithm. 5. Teacher guides the student that volunteered to go through the linear search algorithm. 1. Students identify the characteristics of linear search based on the teacher’s explanation. 2. Students fill in the blanks in the worksheet relating to linear search (Part 2). 3. Write down the steps taken from the start to the end of the algorithm. 4. Student volunteers to go through an example using the playing cards with the help of the teacher. Activity 2: Writing Pseudocode for Linear Search 1. Using the example from the demonstration, have students recall the steps that were taken. 1. Students write the steps down in their worksheet (Part 3) as the teacher goes through them one by one.
(15 minutes) 2. Go through each step in detail with the integration of variables and operations. 3. Show the full pseudocode on the white board and demonstrate which parts related to which step in the pseudocode for students to be able to visualize it. 2. Students ask the teacher questions if they do not understand the step. Activity 3: Drawing Flow Charts for Linear Search (20 minutes) 1. Students are divided into groups of 3 or 4. 2. Give students the task to draw a flow chart for the linear search algorithm example used in the previous activity. (Based on the pseudocode provided in the previous activity). 3. Give each group one mahjong paper and a few coloured markers. 4. Each group is given 15 minutes to discuss and draw their flow chart on the mahjong paper. 5. Then, each group must present their flow chart and give a brief explanation. 6. Give constructive feedback to each group. 1. Students form groups of 3 or 4 each. 2. Students lay out the mahjong paper and delegate tasks among themselves. 3. Students discuss the flow chart and review their past flow charts as reference. 4. Once they are done, each group goes to the front of the class to present their flow chart. 5. Once feedback is received, each student draws the correct flow chart representation in their worksheet. Closure (5 minutes) 1. Recap what was though today. 2. Collect the exit ticket from each student. 3. If there is extra time, tell students about the other search algorithm that they will learn: binary search. 1. Fills in exit ticket. 2. Returns exit ticket that has been filled to teacher. Assessment - Review the students’ flow charts and explanations while giving feedback on their work. - Provide questions and exercises relating to search and sort algorithms learned. Worksheet & Exit Ticket: Form 3 Chapter 3 Linear Search Worksheet Part 1: Uses of Linear Search What are some uses of linear search in real life? 1. __________________________________________________ 2. __________________________________________________
Part 2: Characteristics of Linear Search Fill in the blanks with the correct characteristics of linear search. a. Linear Search is a technique used to ____ a specific item in a ______ list. b. Linear search starts at the _____ item in the list. c. If the first item is not the item searched for, then searching will continue at the ______ item. d. This process is __________ until the item we are looking for is _____. e. If the item is not found at the ___ of our search, then the search is stopped without any ______. Part 3: Linear Search Pseudocode Fill in the blanks in the pseudocode below for a linear search algorithm that asks user for a number to be found in the list L provided. 1 START 2 Set List L = [10, 8, 3, 9, 5, 6, 1] //The list to be searched from 3 Declare and Set n = _ //Size of list 4 Declare and Set i = _ //Initial count 5 INPUT t //Number to be found 6 _______ //Go through each item in the list 6.1 If ________//Check if the current item is the item we want 6.1.1 PRINT “The item is in the list” 6.1.2 Go out of loop //Stop searching since item has been found 6.2 Else 6.2.1 i = _____ //Increment the counter 6.3 endif 7 Else 7.1 PRINT “____________” 7.2 endif 8 END Part 4: Linear Search Flow Chart
Exit Ticket (Hand this in at the end of class) Name: _____________________________________ Class: ____________ Date: / / 1. What did you learn today? 2. What is a search algorithm? 3. How does a linear search algorithm work? Worksheet Answers: Part 1: Computer searching for specific book in library (Any relevant answer) Part 2: a. search, linear; b. first; c. second; d. repeated, found; e. end, result; Part 3: 3. 7; 4. 0; 6. for i < n; 6.1. L[i] == t; 6.2.1. i + 1; 7. i >= n; 7.1. Item is not in list; Part 4:
Lesson Plan Asas Sains Komputer Tingkatan 3 [English Version] Topic 3.1 Algorithm Development / Pembangunan Algoritma 3.1.1 Characteristics of Search and Sort 3.1.2(ii) Writing Pseudocode and Drawing Flow Charts for Binary Search Objectives Students should be able to: - Identify binary search characteristics (Part of Learning Standard 3.1.1) - Write pseudocode and draw flow charts for binary search algorithms (Part of Learning Standard 3.1.2) Pedagogical Strategy Multimedia Integration & Peer Teaching Materials Numbered playing cards, blue tack/ tape, whiteboard and markers, worksheet. Activity Teacher Activity Student Activity Introduction (5 minutes) 1. Give a recap on linear search algorithms. 2. Teacher hands out worksheets to students. 3. Introduce binary search algorithms and their characteristics. 1. Students listen to the teacher’s explanation. 2. Students fill in the characteristics of binary search algorithms in their worksheet (Part 1). Activity 1: Representation by Cards for Binary Search (15 minutes) 1. Demonstrate binary search algorithm by sticking playing cards on the whiteboard. 2. The playing cards represent objects in a list. 3. Explain and show that in binary search the objects in the list must be arranged in an order starting with the middle item. 1. Students identify the characteristics of binary search based on the teacher’s explanation. 2. Students fill in the characteristics of binary search algorithms in their worksheet (Part 1). Activity 2: Writing Pseudocode for Binary Search (15 minutes) 1. Using the example from the demonstration, have students recall the steps that were taken. 2. Go through each step in detail with the integration of variables and operations. 3. Show the full pseudocode on the white board and demonstrate which parts related to which step in the pseudocode for students to be able to visualize it. 1. Students write the steps down in their worksheet (Part 3) as the teacher goes through them one by one. 2. Students ask the teacher questions if they do not understand the step or need tje teacher to repeat any step. Activity 3: Drawing Flow 1. Students are divided into groups of 3 or 4. 1. Students form groups of 3 or 4 each.
Charts for Binary Search (20 minutes) 2. Give students the task to draw a flow chart for the linear search algorithm example used in the previous activity. (Based on the pseudocode provided in the previous activity). 3. Give each group one mahjong paper and a few coloured markers. 4. Each group is given 15 minutes to discuss and draw their flow chart on the mahjong paper. 5. Then, each group must present their flow chart and give a brief explanation. 6. Give constructive feedback to each group. 2. Students lay out the mahjong paper and delegate tasks among themselves. 3. Students discuss the flow chart and review their past flow charts as reference. 4. Once they are done, each group goes to the front of the class to present their flow chart. 5. Once feedback is received, each student draws the correct flow chart representation in their worksheet. Closure (5-10 minutes) 1. Recap what was thought today. Collect the exit ticket from each student. 2. If there is extra time, tell students about the other search algorithm that they will learn: binary search. 1. Students fill in exit ticket. 2. Students return exit ticket that has been filled in to teacher. Assessment - Review the students’ flow charts and give feedback on their work. - Provide questions and exercises relating to search and sort algorithms learned. Worksheet & Exit Ticket: Form 3 Chapter 3 Binary Search Worksheet Part 1: Characteristics of Binary Search Fill in the blanks with the correct characteristics of binary search. a. Binary Search is a search technique involving _______________ choices. b. Before starting binary search, all items in the list must be _________ in ________ order. c. Binary search _____ from the item in the _______ of the list. d. If the middle item is what we are looking for, then searching _____. e. If not, _______ the _______ item and the ______ item. f. If the search item is smaller, then ____ and _______ with the middle item of all the objects on the left of the list. g. If the search item is bigger, then find and compare with the _______ item of all the objects on the _____ of the list. h. This process is ________ until the item is ______ or when there are no items left in the list to compare with. Part 2: Binary Search Pseudocode
Fill in the blanks in the pseudocode below for a linear search algorithm that asks user for a number to be found in the list L provided. 1 START 2 Set List L = [‘A’, ‘B’, ‘C’, ‘D’, ‘E’, ‘F’, ‘G’, ‘H’, ‘I’, ‘J’] //The list to be searched from 3 Declare and Set n = _ //Size of list 4 Declare and Set i = _ //Initial count 5 Declare and Set j = ____ //Index of last item 6 Declare middle_item //Variable for the middle item 7 INPUT search_item //Item to be found 8 _______ //Loop through the list 8.1 Set m = _______ //Set the index of the middle item 8.2 middle_item = L[m] 8.2 If ______ //Check if middle item is the search item 8.2.1 PRINT “The item is in the list” 8.2.2 Go out of loop //Stop searching since item has been found 8.3 Else 8.3.1 If _______ //Middle item bigger than search item 8.3.1.1 Set j = ______ //Set new end of list (left of middle item) 8.3.2 Else 8.3.2.1 Set j = ______ //Set new end of list (right of middle item) 8.3.3 Endif 8.4 Endif 8 END Part 3: Binary Search Flow Chart
Exit Ticket (Hand this in at the end of class) Name: _____________________________________ Class: ____________ Date: / / 1. What search algorithm did you learn today? 2. What is the difference between linear search and binary search? Worksheet Answers: Part 1: a. dual; b. arranged, ascending; c. starts, middle; d. stops/ends; e. compare, middle, search; f. find, compare; g. middle, right; h. repeated, found. Part 2: 3. 10; 4. 0; 5. n-1; 8. while i < j; 8.1. (i+j)/2; 8.2. middle_item == search_item; 8.3.1. middle_item > search_item; 8.3.1.1. m – 1; 8.3.2.1. m + 1; Part 3:
Lesson Plan Asas Sains Komputer Tingkatan 3 [English Version] Topic 3.1 Algorithm Development / Pembangunan Algoritma 3.1.1 Characteristics of Search and Sort 3.1.3(i) Writing Pseudocode and Drawing Flow Chart for Bubble Sort Objectives Students should be able to: - Identify bubble sort characteristics (Part of Learning Standard 3.1.1) - Write pseudocode and draw flow charts for bubble sort algorithms (Part of Learning Standard 3.1.3) Pedagogical Strategy Multimedia Integration, Peer Teaching, Collaborative Learning Materials Numbered plastic balls, plastic cups/holders, blue tack/ tape, whiteboard and markers, worksheet, projector, slides. Activity Teacher Activity Student Activity Introduction (7 minutes) 1. Teacher runs a program that takes a list of numbers as input and outputs a list of numbers arranged in ascending order. 2. Ask students what process they think occurred in between the input and the output. 3. Explain that this is a sorting algorithm that rearranges objects. 4. Teacher hands out worksheets to students. 5. Introduce sort algorithms and its characteristics verbally and with the use of slides. 6. Explains about bubble sort and its uses. 1. Students observe the example shown by the teacher. 2. Students state possible answers to the teacher’s question. 3. Student receives hand out given by the teacher. 4. Student fills in the blanks on Part 1: Sort Algorithms in the worksheet. 5. Students fill in the blanks on Part 2: Characteristics of Bubble Sort in the worksheet. Activity 1: Representation of Bubble Sort (23 minutes) 1. Demonstrate bubble sort algorithm using numbered plastic balls. 2. The plastic balls represent objects in a list. 3. Place the plastic balls on the cups in a row to represent them in a list. 4. Explain how this would translate into code and introduce the temporary variable needed to switch two variables. 5. See Attachment 1. 1. Students see the demonstration given by the teacher. 2. Students ask teacher to repeat certain steps. 3. Students write down the steps in the form of pseudocode in Part 3 of the worksheet. 4. Students check if their answer is correct. 5. Students correct their answers if necessary.
6. Instruct students to fill in the blanks in Part 3 of the worksheet. 7. Ask students if they need any step to be repeated. 8. Walk around to see if each student is actively filling in the blanks in Part 3. 9. Project the answer to Part 3 on the whiteboard. Activity 2: Drawing Flow Charts for Bubble Sort (25 minutes) 1. Instruct students to work together in pairs with their partners being the student next to them. 2. Have students work together to translate the pseudocode from Part 3 of the worksheet into a flowchart. 3. Give students 15 minutes to complete the task. 4. Walk around the class to make sure each student participates in the discussion and provides input to the solution. 5. Answer questions from students. 6. After 15 minutes, randomly call one pair to write the first step on the whiteboard. 7. Check if it is accurate and correct it if necessary while providing explanation. 8. Call the next pair randomly to write the next step and repeat until the correct flow chart is on the whiteboard. 1. Students partner up with their desk mate. 2. Students lay out the mahjong paper and delegate tasks among themselves. 3. Students discuss with their partners to draw the flow chart. 4. Pairs that got randomly called forward, write down their respective step on the whiteboard. 5. Receive feedback from the teacher. 6. Write down and correct their flowcharts in Part 4 of the worksheet. Closure (5 minutes) 1. Provide short recap on bubble sort algorithms. 1. Students fill in exit ticket. 2. Students return exit ticket that has been filled in to teacher. Assessment - Review the students’ flow charts and give feedback on their work. - Review students’ exit ticket and provide feedback to students that need help during the start of next class. Worksheet & Exit Ticket: Form 3 Chapter 3 Bubble Sort Worksheet Part 1: Sort Algorithms Fill in the blanks with the correct characteristics of sort. a. Sort is a ________ that _________ objects in a list in a specific order. Write down two examples of the uses of sort algorithms in daily life.
1. ___________________________________________________________________ 2. ___________________________________________________________________ Part 2: Characteristics of Bubble Sort Fill in the blanks with the correct characteristics of bubble sort. a. Bubble sort is a __________ that can ___________ objects in a list in __________ or __________ order. b. The _____ and the ______ object in the list are __________. c. For ascending order sort, the two items will _______ places if the first item is ______ than the second item. d. For descending order sort, the two items will _______ places if the first item is ______ than the second item. e. This ___________ of two ___________ items will continue until the _____ item is reached. Part 3: Bubble Sort Pseudocode Fill in the blanks in the pseudocode below for a bubble sort to sort a given list of numbers. 1 START 2 Set List L = [28.2, 26, 26.5, 30.1, 31.4, 27.4] //The list to be searched from 3 Declare and Set n = _ //Size of list 4 Declare and Set i = _ //Initial count 5 Declare temp, j//temp is for temporary storing of variable, j is index for inner loop 6 _______ //Iterate through each item in the list 6.1 Set j = _ //Initial count 6.2 _____ j < (n-i-1) //Iterate through each item to the right of the jth item in the list 6.2.1 If ________ //Compare the jth item with the item next to it 6.2.1.1 temp = ____ //Set temp to the jth item 6.2.1.2 L[j] = ____ //Switch jth item with item next to it 6.2.1.3 L[j+1] = _____ 6.1.2 endif 6.1.3 j = j + 1 //Increment inner counter j 6.2 i = i + 1 //Increment outer counter i 7 PRINT L //Output the rearranged list 8 END Part 4: Bubble Sort Flow Chart
Exit Ticket (Hand this in at the end of class) Name: _____________________________________ Class: ____________ Date: / / 1. What is a sorting algorithm? 2. What sort algorithm was learnt today? 3. Write how you would switch the values of variables a and b in pseudocode form. Attachments: Attachment 1
Worksheet Answers: Part 1: a. process, rearranges. 1. Post office arranging letters according to state. 2. School arranging names according to alphabetical order. (Or any relevant answer) Part 2: a. sorting algorithm, rearrange, ascending, descending; b. first, second, compared; c. switch, bigger; d. switch, smaller; e. comparison; neighboring, last; Part 3: 6 ; 0 ; for i < (n-1) ; for ; L[j] > L[j+1] ; L[j] ; L[j+1] ; temp ; Part 4:
Lesson Plan Asas Sains Komputer Tingkatan 3 [English Version] Topic 3.1 Algorithm Development / Pembangunan Algoritma 3.1.1 Characteristics of Search and Sort 3.1.3(ii) Writing Pseudocode and Drawing Flow Chart for Bucket Sort 3.1.5 Identifiable Patterns in Search and Sort Algorithms Objectives Students should be able to: - Identify bucket sort characteristics (Part of Learning Standard 3.1.1) - Write pseudocode and draw flow charts for bucket sort algorithms (Part of Learning Standard 3.1.3) - Compare search and sort algorithms through identifiable patterns (Learning Standard 3.1.5) Pedagogical Strategy Multimedia Integration, Active Learning Materials Numbered plastic balls, 3 buckets, worksheet, projector, slides, hand signs for A and B. Activity Teacher Activity Student Activity Introduction (10 minutes) 1. Teacher sets up 3 buckets at the front of the class. 2. Label each bucket with ‘1-3’, ‘4-6’ and ‘7-9’ respectively. 3. Ask students if they remember all the search and sort algorithms learnt previously (linear search, binary search, and bubble sort). 4. Introduce the last algorithm for search and sort to be covered and ask students to guess what the name of the algorithm is (bucket sort). 5. Hand worksheet to students. 6. Project this introductory video on bucket sort at the front of the class. https://www.youtube.com/watch?v= VuXbEb5ywrU 7. Explain the characteristics of bucket sort so students can fill in Part 1 of the worksheet. 1. Students watch curiously at the teacher’s set up at the front of the class. 2. Answer the teacher’s question with the search and sort algorithms learnt previously. 3. Based on seeing the teacher put buckets in front of the class, some students may guess bucket sort. 4. Receive worksheet from the teacher. 5. Watch the introduction video. 6. Students listen to the teacher’s explanation on the characteristics of bucket sort. 7. Students fill in the blanks in Part 1 of the worksheet. Activity 1: Live Demonstration of Bucket Sort (10 minutes) 1. Show students the numbered balls from ‘1-9’. 2. Explain that the first step in bucket sort is to divide the items into groups. 3. Follow instructions as seen in Attachment 1 and explain each step of the way. 4. Get students involved by tasking them to filter the balls into the correct buckets based on the labels. 5. Randomly call a few students to demonstrate step by step how they 1. A few students participate in the live demonstration. 2. Students understand the flow of bucket sort through the live demonstration.
would sort the elements that are in each bucket. 6. Once all the balls in each bucket are sorted. Display each sorted item from each bucket starting from the first. 7. Show that this forms the completed sorted list once all the items are merged. Activity 2: Pseudocode for Bucket Sort (10 minutes) 1. Teacher displays a pseudocode for the example problem given in Part 2 in the worksheet. 2. Go through and explain each step in the pseudocode by relating it to the previous activity. 3. Encourage students to write comments and take notes at the side of the pseudocode provided in the worksheet (Part 2). 1. Students write comments beside the pseudocode provided in Part 3 of the worksheet. Activity 3: Drawing Flow Chart for Bucket Sort (15 minutes) 1. Task students to draw a flow chart in the space given in Part 3 that corresponds to the pseudocode in Part 2 of the worksheet. 2. Allow for students to discuss among each other. 3. After 10 minutes, present the correct flow chart at the front. 4. Ask students if they have any questions. 1. Students draw the flow chart in the space given of Part 3 in the worksheet. 2. Students compare their flow chart with the flow chart shown by the teacher. 3. Students ask questions to clear up any misunderstanding. Closure (15 minutes) 1. Project slides at the front on a recap on search and sort algorithms learned this far https://www.canva.com/design/DAGI qO0Z9NE/9UX7rF3rSpsQqoxE4ED4 dg/view?utm_content=DAGIqO0Z9 NE&utm_campaign=designshare&ut m_medium=link&utm_source=editor (Attachment 2). 2. Hand out hand signs A and B to each student. 3. Each student must hold out the answer A or B when a question is shown at the front. 1. Students receive hand signs. 2. Students answer question shown using the hand signs given. Assessment - Review the students’ flow charts and give feedback on their work. - Review students’ exit ticket and provide feedback to students that need help during the start of next class.
Worksheet & Exit Ticket: Form 3 Chapter 3 Bucket Sort Worksheet Part 1: Characteristics of Bucket Sort Fill in the blanks with the correct characteristics of bucket sort. a. Bucket sort is a technique that firstly ________ items in a list to a few _______ known as ________. b. Next, the items in each ______ will be ________. c. Once ___ buckets have been _______, we will ______ the items in each bucket to form the final list that has been sorted. d. The _______ of buckets used depends on the programmer and the _______ of items in the list that needs to be sorted. Given a list of 15 names, use bucket sort to sort the list of names alphabetically. Part 2: Bucket Sort Pseudocode 1 START 2 Set List L = [Anis, Jasini, Hazwani, Liyana, Azfar, Atif, Danial, Nurin, Mursyid, Nurfathiah, Nurashidah, Hazira, Farah Hani, Adlina, Farah Izzati] 3 Declare and Set new_list[] //Declare and set and empty list 4 Declare and Set n = 15 //Size of list 5 Declare and Set nB = number of buckets 6 Create nB buckets 7 Insert items into buckets based on some criteria 8 Declare and Set i = 0 9 Declare and Set j = 0 10 for j < nB 10.1 if bucket[j] is not empty 10.1.1 Sort items in the bucket using bubble sort or other sorting algorithm 10.2 j = j + 1 11 Merge the items from each bucket into new_list 12 PRINT new_list 13 END Part 3: Bucket Sort Flow Chart
Exit Ticket (Hand this in at the end of class) Name: _____________________________________ Class: ____________ Date: / / 1. What sort algorithm was learnt today? 2. In your own words, briefly explain how bucket sort works. Attachments: Attachment 1 Attachment 2
1 2 3 4 5 6 7 8
9 10 11 12 Worksheet Answers: Part 1: a. divides, groups, buckets; b. bucket, sorted; c. all, sorted, merge; d. number, number; Part 3:
Lesson Plan Asas Sains Komputer Tingkatan 3 [English Version] Topic 3.1 Algorithm Development / Pembangunan Algoritma 3.1.4 Identify and Fix Errors in Pseudocode and Flow Chart 3.1.6 Algorithms for Combinations of Search and Sort 3.1.7 Algorithms for Combinations of Search or Sort Objectives Students should be able to: - Identify and fix errors in pseudocode and flow charts for solving problems involving o Search o Sort - Produce algorithms for the combination of search and sort techniques - Produce algorithms for the combinations of search or sort techniques Pedagogical Strategy Project-based Learning, Active Learning Materials Worksheet, projector, textbook Activity Teacher Activity Student Activity Introduction (5 minutes) 1. Teacher hands worksheet to students. 2. Teacher introduces topic for today that is: Errors in pseudocode and flow charts for search and sort algorithms, and patterns in search and sort algorithms. 3. Ask students to recall their prior knowledge about types of errors in programming (syntax, runtime, and logic). 4. Instruct students to fill in Part 1 of the worksheet as a refresher. 1. Students obtain worksheet from teacher. 2. Students fill in and complete Part 1 of the worksheet. Activity 1: Identifying Errors (10 minutes) 1. Students take out their textbooks and open to page 90. 2. Students try to identify the errors in the pseudocode and flow chart. 3. A few students volunteer to show their answer. 4. Students observe how teacher uses the stepping through methos to identify the errors.
1. Display example 3.11 at the front of the class. 2. Give the students 2 minutes to try and identify the errors themselves in page 90-91 of the textbook. 3. Ask if any student volunteers to show any errors. 4. After reviewing the students’ answers, use the stepping through technique to show students how to identify the errors. 5. Teacher fixes the errors in the pseudocode and flow chart. Activity 2: Group Project (20 minutes) 1. Students are tasked to form groups of 4-5 students. 2. In groups, students must identify and fix the errors of the problem in Part 2 of the worksheet. 3. They also need to show how they identified and checked that all errors have been identified and fix. 4. Groups that have finished can check their answer with the teacher at the front. 5. Maximum time allocated is 20 minutes. 1. Students form groups of 4-5 people. 2. Students work together to solve the problem in Part 2 of the worksheet. 3. Students receive feedback from teacher. Activity 3: Writing Algorithms (25 minutes) 1. Teacher displays example 3.13: 1. Students listen to teacher’s explanation. 2. Students answer question asked by teacher. 3. Students take down notes.
2. Teacher then highlights the important details such as what needs to be done. 3. Teacher teaches students to identify what needs to be searched, what needs to be sorted while reminding that order is important. 4. Instruct students to write a simple algorithm for the problem in example 3.13. 5. Teacher introduces and goes over Example 3.14: 6. Ask students what technique they think should be user? Search or sort? 7. Teacher introduces and goes over Example 3.15:
Closure (2 minutes) 1. Assign group projects to students which are activity 3.11 (page 103 textbook), activity 3.12 and 3.13 (page 106 textbook). 2. Students are required to present their project during the next lesson. 3. Instruct students to use the same group as used for Activity 2. 1. Students start discussing and dividing tasks to do for the project among their groups. Assessment - Review the students’ algorithms and give feedback on their work. Worksheet: Form 3 Chapter 3 Errors in Search & Sort Algorithms Part 1: Recap on types of errors in Computer Science. Fill in the blanks with the correct type of error based on the explanation given. Part 2: Identify and fix the errors in for the following problem.
- What method was used in identifying the errors? - What errors were present? - Rewrite the correct pseudocode below:
- Redraw the correct flow chart below: - Check that there are no errors left:
Teacher Name Nurin Adibah Binti Zamri Class level/Form Week and Date Types of Learning Flipped Classroom Topic/Sub-topic Chapter 4. Instruction Code Standard learning outcomes Explain the meaning and usage of databases and SQL. Learning objectives At the end of the lesson, students should be able to: 1. Differentiate the filing system and database 2. Define what a database is and explain its purpose. 3. Understand the function and benefits of using databases. Teaching Aids Google Classroom, Slides, YouTube, Debate Evaluation Forms and Exit Ticket Before Class Teacher - All external links below are accessible via Google Classroom (GC). - Teacher creates topic 4: Instruction Code in GC. - Under the topic there will be subtopic 4.1 Database and SQL. - Under 4.1, teacher put all the external links as follow; Teacher shows a picture about physical filing storage: Teacher prepares a short video about electronic filing system and database: https://www.youtube.com/watch?v=Bl3VQuxYrs Teacher provides external link for students to understand the usage of database in real life: Students - Students need to read textbook page 114 – 117. https://online.fliphtml5.com/pmkwu/immn /#p=126 - After reading the textbook, students use GC to access the external resources from the teacher. - Students need to choose their own group members – consist of 4 people - Students will need to summarize their reading in Google Slides. The summary should include: - Differences between electronic filing system and database - Why do we use database in real life - Students will prepare points for debating
https://www.redswitches.com/blog/exampl es-of-databases/#The-10-Real-LifeDatabase-Examples - Teacher informs in students in advance that there will be a mini debate session – topic: Are traditional filing systems still relevant in the digital age? During class Induction (5 minutes) Teacher - Teacher starts the class with misconception check about filing system and database. See the questions in appendices below. Student - Students will need to raise their hand if they agree with the statement while closing their eyes. This is to ensure that they are confident with their answer without following their friends. During class Concept Reinforcement Teacher - Teacher starts with the debating session. - 2 groups will be called to be the debaters. - The topic for mini debate: “Are traditional filing systems still relevant in the digital age?” - Teacher asks the other students to take notes to determine which team provided the most convincing arguments. - This activity should run for 25 minutes, and each student will have 3 minutes to speak their points. Student - A student will need to volunteer to be a timekeeper - The other students who do not participate will need to listen and focus to determine who is the winner based on the rubric (see appendices) Closure Teacher - Teacher announces the winner based on the forms Note: Explain to the students that the success behind using debates in the classroom is not in winning and losing but rather how well teams prepared for and delivered their arguments and get potential buy-in from those who help the opposite point of view. For reflection, - Teacher prepares 2 colored papers for each student – red and green. Students - Be supportive with their friends by not mocking if the other party does not win the mini debate. - Students vote their understanding by showing red or green paper when asked.
- Students will need to answer 5 simple objective questions. If they scored 3 and above, show green paper- otherwise, show red paper. - Green paper: If student understand today’s content - Red paper: If student needs more explanation. For students who are showing red paper – Teacher asks the students to meet at the end of the class to check which part that needs reinforcement. Appendices: Misconception check questions: 1. Files are Easily Accessible and Organized Reality: In a traditional filing system, files can become disorganized and difficult to locate, especially as the volume of data grows. Unlike databases, filing systems lack sophisticated indexing and search capabilities. 2. Filing Systems are Adequate for All Data Management Needs: Reality: While filing systems can handle basic data storage, they are not designed for complex data manipulation or relationships between data sets. Databases are better suited for managing large volumes of interrelated data efficiently. 3. Databases are Just Digital Filing Systems: Reality: Databases are much more than digital versions of filing systems. They offer advanced features such as data integrity, relationships, transaction management, and complex queries that are not possible with simple filing systems. 4. Databases are Too Complex for Small Businesses: Reality: Databases can be scaled to meet the needs of any size organization. Small businesses can benefit from the organization, efficiency, and data integrity provided by databases just as much as large enterprises.
5. Once a Database is Set Up, It Requires No Maintenance: Reality: Databases require ongoing maintenance, including backups, updates, performance tuning, and monitoring to ensure they run efficiently and securely. 6. Databases and Filing Systems Have Similar Performance: Reality: Databases are optimized for performance with indexing, caching, and query optimization techniques, which make them significantly faster and more efficient at handling large and complex data sets compared to filing systems.
Exit Ticket Questions: - What is a primary characteristic that distinguishes a filing system from a database? - A) Ease of use - B) Data redundancy control - C) Physical storage requirements - D) User interface design Answer: B) Data redundancy control - Which of the following best defines a database? - A) A collection of unrelated data stored in various locations - B) A systematic collection of data that can be easily accessed, managed, and updated - C) A software tool designed for creating documents - D) A set of manual files organized for storage Answer: B) A systematic collection of data that can be easily accessed, managed, and updated - What is one major benefit of using a database over a traditional filing system? - A) Increased physical storage space - B) Enhanced data retrieval speed and accuracy - C) Decreased need for digital tools - D) Simplified data visualization Answer: B) Enhanced data retrieval speed and accuracy - Which function is typically associated with a database management system (DBMS)? - A) Creating manual records - B) Managing and querying large sets of structured data - C) Performing arithmetic calculations - D) Designing graphic interfaces Answer: B) Managing and querying large sets of structured data - In what way do databases contribute to data integrity compared to filing systems? - A) By ensuring that all data is stored in a single location - B) By providing mechanisms for transaction management and concurrency control - C) By eliminating the need for data backups - D) By automating data entry processes Answer: B) By providing mechanisms for transaction management and concurrency control
Teacher Name Nurin Adibah Binti Zamri Class level/Form Form 3 Week and Date Topic/Sub-topic Chapter 4. Instruction Code 4.1. Database and SQL 4.1.2 Entity and Attribute 4.1.3 Primary and Foreign Key Standard learning outcomes 4.1.2 List entities and attributes based on a given problem situation 4.1.3 Identify and explain primary keys and foreign keys Learning objectives At the end of the lesson, students should be able to: - Understand the concepts of entities and attributes in the context of databases. - Able to determine the attribute of a given entity. - Defined what primary keys and foreign keys are and their roles in a database. - Recognized primary and foreign keys in database tables. Teaching Aids Whiteboard, Slides and Quiz Induction for Entity and Attribute (3 minutes) Teacher - Teacher asks students to find any objects that are square or oval shape. - If the students do not manage to find the object, the students can answer it verbally. Students - Students need to find/ think of the shapes Concept Explanation for Entity and Attribute (5 minutes) Teacher - Explain that today lesson is about continuation from the previous topic, database. - Database will have entity and attribute. Entity is represented by a square while attribute is oval. - Teacher shows Bubble Map from i-Think- but for this concept, change the middle shape to a square to fit in today’s objective. - Teacher explains the concept of entity and attribute by referring to textbook page 118. Students - Students listen to the explanation diligently. Concept Reinforcement for Entity and Attribute (7 minutes) Teacher - Teacher divides the students to a few groups. - Teacher gives questions – write maximum 5 attributes for: a) A textbook b) A water bottle c) A handphone d) A computer Students - Students need to do discussion in group and finish the task within 3 minutes
- Teacher distribute an A4 paper for students to write down the answer. - After 3 minutes, a representative from each group will need to show the answer to the whole class. - Teacher will show thumbs up to the group if teacher happy with the answers provided. Induction for foreign key and primary key (5 minutes) Teacher - Teacher shows a slide about a house plan (picture in appendices) - Teacher asks what the relation between the picture and the next subtopic are; primary key and foreign key. - After hearing the answer, teacher explains more the relevance of using house as a metaphor. - Metaphor explanation: Primary Key (PK) as the Main House Key: Metaphor: The primary key is like the main key to your house. Explanation: Just as the main key uniquely identifies and allows access to your house, the primary key uniquely identifies each record in a database table. No two houses on the same street can have the same main key, just like no two records in a table can share the same primary key. Foreign Key (FK) as the Room Keys: Metaphor: The foreign key is like a key that unlocks specific rooms within your house. Explanation: A room key doesn’t identify the house itself but provides access to a specific room, showing its connection to the house. Similarly, a foreign key in one table points to the primary key in another table, establishing a relationship between the two tables. The room key allows you to navigate within the house, just as a foreign key allows you to navigate between related data in different tables. Example: House (Database): Your entire database is the house. Main Key (Primary Key): The main key to the house is unique and essential for Students - Students listen to the explanation an ask question (if any)
identifying and entering the house (the table). Room Keys (Foreign Keys): The keys to individual rooms (foreign keys) allow access to specific rooms, linking them back to the house (other related tables). Concept Reinforcement for foreign key and primary key (15 minutes) Activity: Presentation Teacher - Teacher divides the class into 3 groups and Mahjong papers will be provided - Each group will need to rewrite about (refer to page 121): a) Primary key b) Foreign Key c) Importance of Having Primary Key Students - Students complete the task within 5 minutes. - 10 minutes is used for presentation activity where students will explain the concept to the other students. Closure Teacher - Teacher shows a table where it is both primary and foreign key. - Teacher asks for volunteer why it happens. - Teacher recaps the lesson content. - Teacher gives a handout (see appendices) about today’s topic for further reinforcement. Students - Students do the handout and submit it during the next class Appendices:
Handout Consider the following two tables in a university database system: Table 1: Students StudentID FirstName LastName Major 1 John Doe Computer Science 2 Jane Smith Mathematics 3 Alice Johnson Physics 4 Bob Brown Chemistry Table 2: Enrollments EnrollmentID StudentID CourseID Semester 101 1 CS101 Fall 2023 102 2 MATH201 Fall 2023 103 3 PHYS101 Spring 2024 104 4 CHEM101 Fall 2023 105 1 CS102 Spring 2024 Questions: • Identify the primary key for the Students table and explain its purpose. • Identify the primary key for the Enrollments table and explain its purpose. • Which column in the Enrollments table is a foreign key, and what is its purpose? • Describe how the relationship between the Students and Enrollments tables is established Answer: - Primary Key for Students Table: The primary key for the Students table is StudentID. The purpose of the primary key is to uniquely identify each record in the table, ensuring that each student can be distinctly recognized.
- Primary Key for Enrollments Table: The primary key for the Enrollments table is EnrollmentID. The purpose of the primary key is to uniquely identify each enrollment record, ensuring that each enrollment instance is distinct and can be referenced individually. - Foreign Key in Enrollments Table: The StudentID column in the Enrollments table is a foreign key. Its purpose is to create a link between the Enrollments table and the Students table, ensuring that each enrollment record is associated with a valid student. - Relationship Establishment: The relationship between the Students and Enrollments tables is established through the foreign key StudentID in the Enrollments table. This foreign key references the primary key StudentID in the Students table, creating a connection that allows us to associate enrollment records with the corresponding student records.
Teacher Name Nurin Adibah Binti Zamri Class level/Form Form 3 Week and Date Topic/Sub-topic Chapter 4. Instruction Code 4.1. Database and SQL 4.1.4 The cardinality between entities in a relationship Standard learning outcomes 4.1.4 Identify and explain cardinality between entities in a relationship for: - one to one (1:1) - one to many (1:M) Learning objectives At the end of the lesson, students should be able to: - Understand the concepts of cardinality for 1:1 and 1:M - Able to give examples of various types of entity relationships Teaching Aids Whiteboard, Slides, Handout Question Induction (3 minutes) Teacher - Starts by asking the class who has pets. - Then, ask who has an identity card (IC). Students - Students will need to answer the questions. Concept Explanation (7 minutes) Teacher - Explains that for today's class, it will be about a relationship that a database is possible to have. - Introduce the relationship which are one to one (1:1) and one to many (1:M) - Explains the concept of by referring to textbook page 124. Students - Students listen to the explanation diligently. Concept Reinforcement (15 minutes) Teacher - Write down 1:1 and 1:M on whiteboard - Each student will need to give one example for 1:1 and 1:M alternately. Meaning if student A has answered 1:1, student B answer 1:M and so on - This should go on for 5 minutes. - The next 10 minutes will be used for the students to answer quiz regarding this topic. Students - Students need to participate with the activity. - Students will answer the quiz Closure (5 minutes) Teacher - Collects the quiz and announces that whoever scores below 7/13 will need to come to school 15 Students - Students do the handout and submit it during the next class
minutes early tomorrow for an intensive session. Result will be announced via WhatsApp. - Teacher recaps the lesson content. Appendices: Quiz Consider a database for a library system with the following two tables: Table 1: Librarians LibrarianID FirstName LastName Email 1 Emma Brown [email protected] m 2 Liam Smith [email protected] Table 2: Branches BranchID BranchName Location LibrarianID 101 Central Library Downtown 1 102 Westside Branch Westside 2 Table 3: Books BookID Title Author BranchID 201 The Great Gatsby F. Scott Fitzgerald 101 202 To Kill a Mockingbird Harper Lee 102 203 1984 George Orwell 101 204 Moby Dick Herman Melville 102 205 War and Peace Leo Tolstoy 101 One-to-One Relationship 1. Identify the primary key in the Librarians table and the Branches table. (2m) 2. Explain why the relationship between Librarians and Branches is a one-to-one relationship. (2m)
One-to-Many Relationship 1. Analyze the relationship between the Branches table and the Books table. Describe the cardinality of this relationship and justify your answer with examples from the tables. (2m) 2. Evaluate the effectiveness of having a one-to-many relationship between Branches and Books in this library system. What are the benefits and potential drawbacks? (4m) Answer: One-to-One 1. The primary key in the Librarians table is LibrarianID. The primary key in the Branches table is BranchID. 2. The relationship between Librarians and Branches is a one-to-one relationship because each branch is managed by exactly one librarian, and each librarian manages exactly one branch. This is evident as each BranchID in the Branches table corresponds to a unique LibrarianID One-to-Many 1. The relationship between Branches and Books is a one-to-many relationship because each branch can have multiple books, but each book is located in only one branch. For example, the Central Library (BranchID 101) has books with BookIDs 201, 203, and 205. 2. Benefits: The one-to-many relationship allows for efficient organization of books within branches, facilitating easy retrieval and management of books within each branch. It supports scalable data management as new books can be added to branches without altering the existing structure. Potential Drawbacks: This relationship can lead to complexity in managing data if a branch needs to be deleted or restructured, as it would affect all associated book records. Additionally, it requires careful enforcement of data integrity to ensure each book is correctly associated with a valid branch. Objective Questions Which of the following best describes a one-to-one relationship between two tables in a database? (1m)
- A) Each record in Table A can be related to multiple records in Table B. - B) Each record in Table A can be related to exactly one record in Table B, and vice versa. - C) Each record in Table A can be related to multiple records in Table B, but each record in Table B can be related to only one record in Table A. - D) There is no relationship between the records of the two tables. Answer: B) Each record in Table A can be related to exactly one record in Table B, and vice versa. (1m) In a library database, which of the following represents a one-to-many relationship? - A) One librarian managing multiple branches - B) Multiple books located in one branch - C) One branch having multiple books - D) Multiple branches having one librarian Answer: C) One branch having multiple books In the context of relational databases, what is the primary purpose of a foreign key in establishing a one-to-many relationship? (1m) - A) To uniquely identify each record in a table - B) To create a link between two tables, ensuring that each record in the child table corresponds to a valid record in the parent table - C) To store multiple values in a single column - D) To enforce data integrity within a single table Answer: B) To create a link between two tables, ensuring that each record in the child table corresponds to a valid record in the parent table
Teacher Name Nurin Adibah Binti Zamri Class level/For m Form 3 Week and Date Topic/Su b-topic Chapter 4. Instruction Code 4.1. Database and SQL 4.1.5 Construct Database 4.1.6 Create Forms 4.1.7 Basic SQL Commands 4.1.8 SQL Commands with Boolean expressions 4.1.9 Generate reports based on query Standard learning outcomes 4.1.5 Construct a database that consists of: • entities (tables) • attributes (fields) • relationships 4.1.6 Create forms and enter data into tables through the forms for the constructed database. 4.1.7 Use SQL commands involving: • SELECT • SELECT…WHERE • SELECT…ORDER BY 4.1.8 Use SQL commands involving Boolean expressions: • OR operator • AND operator 4.1.9 Generate reports based on query results. Learning objectives At the end of the lesson, students should be able to: - Understand the concepts of how to construct database - Able to construct a simple database using appropriate steps - Manage to create form in Microsoft Access - Apply the correct SQL prompt for a desired outcome - Create and analyze the generated reports to extract meaningful insights and information Teachin g Aids Whiteboard, Slides, YouTube, Checklist and Microsoft Access Before Class Teacher - All external links below are accessible via Google Classroom (GC) - Teacher creates a subtopic: All You Need To Know About Microsoft Access - The content will be arranged as below: Students - Students need to read textbook page 127 - 165. https://online.fliphtml5.com/pmkwu/immn/ #p=126
Introduction to Database https://www.youtube.com/shorts/GE3sbGnbS84 Steps to Create a Database https://budibase.com/blog/data/how-to-create-a-data-model/ Or Textbook page 128 How to Create Database using Microsoft Access https://www.youtube.com/watch?v=pbtoCktlX1Y Creating Form https://www.youtube.com/watch?v=dEaQIrw3CZY Working with Form https://www.youtube.com/watch?v=uTRdmSQjjm8&list=PLpQ QipWcxwt-EHfE5zXtUrLtFYnOPBRE_&index=7 Use SQL commands using SELECT, WHERE AND ORDER BY https://www.youtube.com/watch?v=yqkA7XYn1Tk Use SQL commands using Boolean expressions https://www.youtube.com/watch?v=xqSTroBqyeQ Creating Report https://www.youtube.com/watch?v=1XUeGq80R5Q - After reading the textbook, students use GC to access the external resources from the teacher. - Students will need to answer short quiz from GC to ensure that they have done their reading/ watching videos. Induction (3 minutes) Teacher Teacher starts the class by asking how the students feel when they finish reviewing all the contents. Teacher asks students which subtopic they find the easiest and hardest the most Students Students needs to answer the questions given. Concept Reinforcem ent (15 minutes) Teacher Teacher asks everyone to turn on the computer and open Microsoft Access. Teacher gives a scenario in the class to make the class activity more engaging. ‘Imagine you are working with a big tech company, and you are required to create a database, form, extract information from database and generate a report. Now, it is about who can give the most correct answers and those who are successful will be given a bonus!’ Students Students open Microsoft Access. Students complete the task within the timeframe. Students ask questions if they need help.
Teacher continues with questions from the slide (see appendices). Students are given 20 minutes to complete the exercise together. When doing the question, teacher will walk around and assist students who need help. Note that this activity will be continued to the next class if the time is limited. It is suggested that this syllabus will be done in 2 classes with 2 period each. Closure (5 minutes) Teacher Teacher distributes a checklist (refer appendices) as an exit ticket to check if the students have finished their task. Teacher reminds the students to bring the checklist in the next class so that it can be used again. Students Students fill in the checklist and bring it again in the next class to continue with the exercise. Appendices Checklist: Have created: Components Progress: Steps to Create a Database How to Create Database using Microsoft Access Creating Form Working with Form Use SQL commands using SELECT, WHERE AND ORDER BY Use SQL commands using Boolean expressions Creating Report
NUR FARAH HANI BINTI ABDULLAH (22086153) 4.2 Struktur Kod Arahan (Form 3) 4.2.1 Fungsi Function dan Procedure dalam Atur Cara Lesson Plan 4.2.1 Fungsi Function dan Procedure dalam Atur Cara Objectives Pada akhir pembelajaran, pelajar dapat: 1. Mengenal pasti penggunaan function dan procedure dalam konteks struktur kod arahan. 2. Menjelaskan perbezaan antara function dengan procedure dan kegunaan masing-masing. Pedagogical approach Pengajaran rakan sebaya (Peer teaching) Materials Buku Teks Asas Sains Komputer Tingkatan 3, Slaid PowerPoint, projektor, lembaran kerja Aktiviti Aktiviti Guru Aktiviti Pelajar Set Induksi (5 minit) 1. Guru memberikan dua situasi kepada pelajar. Procedure: Semasa memasak, kita akan menggunakan resepi. Resepi memberikan langkah untuk memasak dan tidak memberikan apa-apa nilai selain masakan itu sahaja. Function: Apabila kita menggunakan kalkulator, kita akan memasukkan nilai ke dalam kalkulator, kemudian kalkulator akan menjalankan pengiraan dan memberikan nilai jawapan. 1. Pelajar mengaitkan situasi yang diberikan oleh guru. 2. Pelajar memberikan pendapat mengenai situasi yang diberikan. Pengenalan 1. Guru menerangkan kepada pelajar bahawa procedure ialah proses yang 1. Pelajar mendengar penerangan guru tentang function dan procedure.
menjalankan satu tindakan atau aktiviti namun tidak memulangkan data yang dimasukkan manakala function ialah tindakan yang yang akan sentiasa mengembalikan nilai sesuatu data. 2. Guru memberikan contoh perisian permainan komputer. Apabila pemain memulakan permainan dan mendapat mata, markah akan ditambah dan dipaparkan secara langsung. Semasa sedang bermain, pemain boleh menekan butang maklumat tentang permainan atau informasi tentang pemain tersebut. Data yang ada tidak akan berubah. 2. Pelajar bertanya soalan berkaitan function dan procedure. Aktiviti 1 1. Guru meminta pelajar duduk secara berpasangan. 2. Guru meminta setiap pasangan untuk bergilir-gilir melakukan soal jawab antara 1. Secara berpasangan, pelajar bertukar soalan berkaitan fungsi dan perbezaan function dan procedure.