Finkelstein - Intermediate Programming - 3/22

SYLLABUS

Howard High School

Spring 2013 COURSE SYLLABUS

PROGRAM CONCENTRATION: Business Education & Computer Science CAREER PATHWAY: Intermediate Programming is the 3rd course for the completion of the Computer Science Pathway.

COURSE TITLE: Intermediate Programming

Teacher: Joe Finkelstein Email: [email protected]

Room Number: 405 Phone Number: 478-779-4904

Semester: Spring 2013 Tutorial Day: Thursday

Textbook/Resources: Michael Kölling - Introduction

to Programming with Greenfoot Object-Oriented Programming in Java with Games and Simulations

Pearson Education, August 2009

A+ Computer Science Curriculum

Introduction and pre-AP modules

Tutorial Hours: 3:00 – 3:30

Tutorial Location: 405

Department Philosophy: The Career Technology Education Department believes that education’s most important

function is to provide all students with the skills needed for post-secondary and careers. This is accomplished by

providing interest-based programs that meet industry standards.

Course Description: The goal of this course is to deepen students understanding of computing. Students will learn key

concepts of software engineering, graphical user interface, and user interface design. Students will gain a deeper

understanding of basic data structures and use them to solve more complex problems in a collaborative manner.

Students will learn competencies in programming using Java, Alice, Scratch and Jeroo

End-of-Pathway Assessment:

After completing the three courses in any pathway, students will be prepared to take an End-of-Pathway exam to certify

knowledge, skill and understanding. Completing the assessment successfully, allows the student to receive a certificate.

This mandate for end of pathway assessment, set forth in the new Perkins IV Legislation, requires states to implement a

mechanism to ascertain the level of the technical skill attainment on behalf of its CTAE students. We will use the end

of pathway exam administered by SkillsUSA.

Course Prerequisites: Computing in the Modern World and Beginning Programming

Career Pathways: Intermediate Programming completes the Computer Science Pathway.

Bibb County CTAE Pathways

Administration/Information Graphic Communication

Architectural Drawing & Design Interactive Media

Basic Agricultural Science & Technology JROTC

Broadcast & Video Production Law & Justice

Computer Systems & Support Marketing & Management

Computing Nursery & Landscape

Construction Nutrition & Food Science

Culinary Arts Small Business Development

Early Childhood Education Teaching as a Profession

Financial Management – Accounting Therapeutic Services – Medical Services

Financial Management – Services Therapeutic Services – Nursing

Flight Operations Transportation Logistical Support (Automotive)

General Horticulture & Plant Science

Standards by Georgia Department of Education for Intermediate programming

HARDWARE AND SOFTWARE COMPONENTS

Students will apply knowledge of hardware and software components. Students will apply knowledge of high-level program

execution.

BCS-IP-1. Students will apply knowledge of hardware and software components. Explain how Boolean logic is related to computer hardware.

Explain how a computer monitor displays text and images.

Explain how a graphical button is displayed and how it knows when it has been pushed.

BCS-IP-2. Students will apply knowledge of high-level program execution. Build an interpreter that executes a simple language.

Build a compiler that translates one simple language to another.

SOFTWARE ENGINEERING

Students will demonstrate knowledge of key concepts in software engineering.

BCS-IP-3. Students will demonstrate knowledge of key concepts in software engineering. Define software engineering.

Compare and contrast software engineering and programming.

List the phases in the software life cycle.

Perform software requirements analysis.

Discuss Extreme Programming and pair programming.

Discuss societal and ethical issues in software engineering.

USER INTERFACE DESIGN (use Microsoft Visual Basic.Net and Javax.Swing) Students will demonstrate knowledge of the important principles in user interface design.

BCS-IP-4. Students will demonstrate knowledge of the important principles in user interface design. List the criteria used to determine the effectiveness of an interface.

Apply user interface design criteria to critique common user interfaces

(car door handle, steering wheels, light switches, cell phones, and VCRs).

Perform a user-centered task analysis. Identify sub-groups of users and their characteristics.

List examples of good and bad user interface designs. Discuss the impact of bad user interface designs.

PROBLEM SOLVING (All programs) Students will apply problem-solving strategies to more advanced problems.

BCS-IP-5. The student will collaboratively develop solutions for specific problems. Collaboratively determine a course of action for problem resolution.

Design algorithms for problem resolution.

Break a task into subtasks required for problem resolution.

Select appropriate tools and technology resources to accomplish a variety of tasks.

Collaboratively design, combine, test, analyze, and adjust coding solutions based on problem-solving

algorithms.

Review and discuss coding solutions for elements of thoroughness and correctness.

PROGRAMMING (All programs) Students will use basic and advanced programming techniques to design, implement, and solve complex problems using an

object-oriented programming language.

BCS-IP-6. Students will design solutions for complex programs using advanced programming techniques and constructs. Implement techniques such as conditional statements, iterative statements, and variables to solve complex problems.

Utilize basic and advanced mathematical expressions to solve complex problems.

Create appropriate arrays and lists.

Utilize various testing and debugging techniques to test classes.

Design classes that can be used in other programs.

Analyze and explain simple programs involving advanced programming constructs.

BCS-IP-7. Students will use and develop algorithms to solve complex problems.

Develop algorithms to solve complex problems using pseudocode.

Interpret algorithms written in pseudocode to code solutions to complex problems.

Identify properties of well-written algorithms in solving complex problems.

Use an Action, Components, and Events (ACE) chart to design your GUI components.

BCS-IP-8. Students will demonstrate knowledge of advanced object-oriented concepts. Define polymorphism, interface, inheritance, encapsulation, and abstract class.

Develop programs that use inheritance and interfaces in the development of GUI applications.

DATA STRUCTURES (All programs) Students will apply their knowledge of arrays and lists. Students will demonstrate an understanding of stacks and queues.

BCS-IP-9. Students will apply their knowledge of arrays and lists.

Choose between an array and a list for representing data in a variety of contexts.

Create one- and two-dimensional arrays of the correct size for a variety of problems.

Describe how elements are removed and added to a list.

Implement common searching and sorting algorithms for arrays.

BCS-IP-10. Students will demonstrate an understanding of stacks and queues. Use stacks and queues to solve a variety of problems.

List common uses of stacks and queues.

Explain the function of an event queue.

The exam provided by SkillsUSA for computer programming will be administered near the end of the second

semester to all pathway completers.

Internet Acceptable Use: Use of the Internet must be in support of education and research and consistent with the

educational objectives of the Bibb County School System. The use of the Internet is a privilege, not a right, and

inappropriate use will result in cancellation of those privileges. Any student user not complying with the Bibb County

School System Internet Acceptable Use Agreement shall lose Internet privileges for a period of not less than one week.

FBLA: Future Business Leaders of America (FBLA) is a co-curricular national student organization designed to offer

students the opportunity to participate in leadership activities both in and out of the classroom. Members have the

opportunity to go on field trips, participate in competitive events, perform community service, interact with the business

community, and attend state and national conferences.

Grading Scale*

Area Percentage Area Percentage

Daily Assignments 40% Final Exam 100%

Tests 35%

Projects 25%

Total 100% Total 100%

Daily assignments, tests, and projects

comprise 85% of your final grade.

The Final Exam comprises 15% of

your final grade.

Required Material: Pencil/pen, paper, and notebook/folder/binder/etc.

Classroom Expectations: Give Respect, Get Respect.

All rules included in the Bibb County Code of Conduct Book will be enforced. Additionally, students will abide

by the normal practices of the classroom. These practices include:

- Students will respect the teacher, their fellow students, and their environment.

- Students will not get up out of their seat during class unless called upon.

- Students will take care of all necessities prior to the beginning of class (sharpening pencils, finding

materials, etc.).

- Students will enter class and immediately begin their Activation Activity. No exceptions.

- Students may talk quietly during designated time-frames. Under no circumstances should students talk

while the teacher is instructing.

- Students will sit in their assigned seat each day. The teacher reserves to right to redesign the classroom

seating chart at any time.

- Students may not leave the class during the first 20 minutes nor the last 20 minutes of class.

- Students will not misuse the computers in class in any fashion (Facebook, hacking, games, etc.).

- Students should come to class prepared with notebook, paper, and writing utensil every day.

Make-up Policy: It is the responsibility of the student to retrieve make-up assignments for missed school days from

the teacher. Students have five (5) school days to make up missed work. After-school work can be done via

appointment or on Thursdays from 3:00 – 3:30.

Re-do Policy: Students who make a 69 or below on a project or text can re-do the assignment within five (5) school

days. Students will receive a 70 if they pass the assignment on the second attempt. Students will not receive a grade

higher than a 70 for a re-do. After-school work can be done via appointment or on Thursdays from 3:00 – 3:30.

* This course does not have an End of Course Test (EOCT) *

* All rules included in the Bibb County Code of Conduct book will be enforced *

Spring 2013 COURSE SYLLABUS – Return Form PROGRAM CONCENTRATION: Business Education & Computer Science

CAREER PATHWAY: Intermediate Programming completes the Computer Science Pathway. COURSE TITLE: Computer Intermediate Programming

The course syllabus is a general plan for the course; all information contained in the course syllabus/calendar is

subject to change. Any changes will be announced in class and a revised syllabus distributed to students to be shared

with their parents/guardians.

Acknowledgment of Receipt: By signing below, the student and parent/guardian acknowledge that they have read and

understood the contents in the 2013 Intermediate Programming syllabus.

Student Name (Print)_________________________________________ Date________________

Student Signature___________________________________________ Date_________________

Parent Name (Print)__________________________________________ Date________________

Parent Signature____________________________________________ Date_________________

Pacing guide

Intermediate Programming

Instructional Focus Calendar

Spring 2013

Instructional

Day #

Calendar

Date

Standard

Addressed Project-Based Instruction FBLA in the Classroom Current Event

1 7-Jan BCS-IP-1 Introduction and Overview

28-Jan

BCS-IP-1

Boolean Logic relationship to

hardware

39-Jan

BCS-IP-1

Boolean Logic relationship to

hardware

410-Jan

BCS-IP-1

How Monitors Display text and

images

511-Jan

BCS-IP-1

How Monitors Display text and

images

RSW - Intro to Unit/Current

Event

6 14-Jan BCS-IP-1 Use of Graphical Buttons

715-Jan

BCS-IP-2

Compare High Level and Low Level

computer Languages

816-Jan

BCS-IP-2

Compare High Level and Low Level

computer Languages

917-Jan

BCS-IP-2

Build interpereter that executes a

simple language

1018-Jan

BCS-IP-2

Build interpereter that executes a

simple language FBLA Scavenger Hunt RSW - Lesson/Article

11 22-Jan BCS-IP-2 Compilers

12 23-Jan BCS-IP-2 Compilers

13 24-Jan BCS-IP-3 Software Engineering

1425-Jan

BCS-IP-3

Comparison of Software

Engineering to Programming

15 28-Jan BCS-IP-3 Software Lifecycle FBLA Flyer Activity #1 RSW - Lesson/Article

16 29-Jan BCS-IP-3 Software Lifecycle

1730-Jan

BCS-IP-3 Sofware requirements analysis

1831-Jan

BCS-IP-3

Societal and Ethical Issues in

Software Engineering

19 1-Feb BCS-IP-4 User Interface FBLA Letter Activity

20 4-Feb BCS-IP-4 User Interface



Spring 2013

Instructional

Day #

Calendar

Date

Standard





24 8-Feb BCS-IP-4 User Interface FBLA Flyer Activity #2 RSW - Lesson/Article

25 11-Feb BCS-IP-5 Problem Solving

26 12-Feb BCS-IP-5 Algorithms



29 15-Feb BCS-IP-5 Task/Sub Task RSW - Lesson/Article

30 19-Feb BCS-IP-5 Appropriate Tool Selection

31 20-Feb BCS-IP-5 Collaborative Design

32 21-Feb BCS-IP-5 Collaborative Design

33 22-Feb BCS-IP-5 Solutions

34 25-Feb BCS-IP-5 Coding Solutions

35 26-Feb BCS-IP-6 Programming

36 27-Feb BCS-IP-6 conditionals

37 28-Feb BCS-IP-6 Arrays

38 1-Mar BCS-IP-6 Testing and Debugging

39 4-Mar BCS-IP-6 Testing and Debugging FBLA Budget Activity

40 5-Mar BCS-IP-6 Design

41 6-Mar BCS-IP-6 Design

42 7-Mar BCS-IP-6 Simple Coding

43 8-Mar BCS-IP-6 Simple Coding RSW - Lesson/Article

44 11-Mar BCS-IP-6 Simple Coding

4512-Mar

BCS-IP-7

Solve Complex Problems with

Aglgorithms

4613-Mar

BCS-IP-7

Solve Complex Problems with

Aglgorithms

47 14-Mar BCS-IP-7 pseudocode

48 18-Mar BCS-IP-7 pseudocode RSW - Lesson/Article

49 19-Mar BCS-IP-7 pseudocode



Spring 2013

Instructional

Day #

Calendar

Date

Standard


50 20-Mar BCS-IP-7 Well Written Code



53 1-Apr BCS-IP-7 GUIs

54 2-Apr BCS-IP-7 GUIs

55 3-Apr BCS-IP-8 Advanced OO Concepts



58 8-Apr BCS-IP-8 Advanced OO Concepts FBLA Database Activity

59 9-Apr BCS-IP-8 Polymorphism

60 10-Apr BCS-IP-8 Polymorphism

61 11-Apr BCS-IP-8 Encapsulation

62 12-Apr BCS-IP-8 Encapsulation RSW - Lesson/Article

63 15-Apr BCS-IP-8 Encapsulation

64 16-Apr BCS-IP-8 Abstract Class

65 17-Apr BCS-IP-9 Data Structure

66 18-Apr BCS-IP-9 Apply knowledge of Arrays and Lists

67 19-Apr BCS-IP-9 Apply knowledge of Arrays and Lists

6822-Apr

BCS-IP-9

Choosing Between Arrays and

Lists

6923-Apr

BCS-IP-9

Choosing Between Arrays and

Lists

70 24-Apr BCS-IP-9 Two Dimensional Arrays

71 25-Apr BCS-IP-9 Two Dimensional Arrays RSW - Lesson/Article

72 26-Apr BCS-IP-9 Addition and Removal of Items

73 29-Apr BCS-IP-9 Addition and Removal of Items

74 30-Apr BCS-IP-9 Searching and Sorting

75 1-May BCS-IP-10 Stacks and Queues


77 3-May BCS-IP-10 Stacks and Queues RSW - Lesson/Article




Spring 2013

Instructional

Day #

Calendar

Date

Standard


79 7-May BCS-IP-10 Funcions

80 8-May BCS-IP-10 Final Project

81 9-May BCS-IP-10 Final Project FBLA Tri-fold Activity

82 10-May BCS-IP-10 Final Project FBLA Tri-Fold Activity RSW - Lesson/Article

83 13-May BCS-IP-10 Final Project

84 14-May Final Project

85 15-May Final Exam Review




89 21-May Final Exam

Class Projects

Project Based Instruction Spring 2013

Project

What the students should learn…

What the students should

have done….

GPS

#1- Feeding Time

Creating Methods that have actors interact with each other in Gridworld

The game works as characters escape from scavengers and score points by devouring food.

BCS-IP-6

#2- Hurdle Race

Using Methods calls to navigate over hurdles on an Island

Created a that has Jeroo successfully navigate through the island

BCS-IP-6

#3- Two Friends Meet

Us Conditionals to have two Jeroos Meet and populate perimeter of Island with Flowers

Used conditionals to plant flowers throughout the perimeter of an Island

BCS-IP-6

Class Project

#1


Finkelstein

Spring 2013

Project: Eat and Score

Create a game in Greenfoot which incorporates everything that you have learned in the

Turtle Scenario. The game should include a scoreboard which updates as objects are

eaten and removed from the screen. The game will end when a specific score is reached

or the scoring actor is eaten by a random enemy.

BCS-IP-6. Students will design solutions for complex programs using advanced

programming techniques and constructs.

BCS-IP-8. Students will demonstrate knowledge of advanced object-oriented

concepts.

Eat and Score Student Name:

Description Pts Your

Score

Project includes a World Class, and Actor Class and min. 5 sub

classes 10

Project opens successfully when compiled 10

Main Actor calls methods that will eat instances of two separate

objects. The actor will keep track of objects eaten and pass

information on to scoreboard.

25

Objects of at least one subclass (which are eaten) should regenerate

themselves. 15

Game ends efficiently with either specified number of objects eaten or

actor is eaten by random enemy. 20

Code is effectively commented for ease of understanding. 10

Sound files are integrated into methods and effectively used. 10

TOTAL POSSIBLE POINTS: 100 0

Student Work

#1

Intermediate Programming Project -- Student Work - Finkelstein Student Jeremy Groover Feeding Time

import greenfoot.*; public class Turtle extends Animal { private Counter counter; public Turtle(Counter pointCounter) { counter = pointCounter; } public void act() { move(4); randomTurn(); tryToEat();

} /** * With a probablility of 15%, turn either right or left. */ public void randomTurn() { if ( Greenfoot.isKeyDown("left")) { turn(-5); } if ( Greenfoot.isKeyDown("right")) { turn(5); } } /** * If you can see the lettuce, eat the lettuce. If you see the apple, eat the apple. */ public void tryToEat() { if (canSee (Lettuce.class)) { eat (Lettuce.class); counter.add(5); Greenfoot.playSound("slurp.wav"); } if (canSee (Apple.class)) { eat (Apple.class); counter.add(5); Greenfoot.playSound("slurp.wav"); } if (counter.getValue()>=80) { gameOver(); } } /** * Create a new lettuce and put it at a random location in the world. */ private void createNewLettuce() { Lettuce lettuce= new Lettuce(); World world; world = getWorld(); int worldWidth = world.getWidth(); int worldHeight = world.getHeight(); int x = Greenfoot.getRandomNumber(worldWidth); int y = Greenfoot.getRandomNumber(worldHeight); world.addObject(lettuce, x, y); } /** * We have won the game guys. */ public void gameOver() { Greenfoot.stop(); } }

Eat and Score Student Name: Jeremy Groover Description Pts Your

Score Project includes a World Class, and Actor Class and min. 5 sub classes

10 10

Project opens successfully when compiled 10 10 Main Actor calls methods that will eat instances of two separate objects. The actor will keep track of objects eaten and pass information on to scoreboard.

25 25

Objects of at least one subclass (which are eaten) should regenerate themselves.

15 10

Game ends efficiently with either specified number of objects eaten or actor is eaten by random enemy.

20 20

Code is effectively commented for ease of understanding. 10 10 Sound files are integrated into methods and effectively used. 10 5 TOTAL POSSIBLE POINTS: 100 90

Class Project

#2

Intermediate Programming Project

Two Friends Meet

Major Programming Topics

- Jeroo methods - while structures - if structures - nested structures

Statement of the Problem One Saturday morning, two friends, Bugs and Daffy, decide to meet and plant flowers to beautify Santong island. Daffy starts in the Northwest corner facing East with 90 flowers in his pouch. Bugs starts in the Northeast corner facing West with 90 flowers in his pouch. Bugs and Daffy begin hopping toward one another. As they hop, each plants exactly one flower at every location it enters, including its starting location. They meet, facing each other, roughly in the middle of row 0. After a handshake and a little small talk, Bugs and Daffy both turn toward the south and continue planting flowers all the way to the southern edge of the island. When both reach the South Sea, they say goodbye and part. Daffy turns west and plants flowers all the way to the Western Ocean. Bugs turns east and plants flowers all the way to the Eastern Ocean. This is where our story ends. Your task is to write a Jeroo program that will illustrate this story.

Figure 1 shows a possible ending view of the island.

Figure 1 – The Ending View For This Program

Student Work

#2

Intermediate Programming Project

Student Work – Nick Carlson

Two Friends Meet

method main() { Jeroo a = new Jeroo(90); Jeroo b = new Jeroo(0,23,WEST,90); a.aPlant(); b.bPlant(); }

Class Project

#3

Intermediate Programming The Hurdle Race Project

Major Programming Topics Test Islands

Jeroo methods NoHurdle.jev while structure OneHurdle.jev if-else structure ManyHurdles.jev

CloseFinish.jev

Acknowledgement This problem has been adapted from the Super-Duper Steeplechase problem (exercise 10 at the end of chapter 5) in “Karel the Robot, 2nd edition” by Richard Pattis, Jim Roberts, and Mark Stehlik. Statement of the Problem A Jeroo starts at the southwest corner of the island, location (23,0), facing East with no flowers. There is a flower somewhere east of the Jeroo. There are zero or more hurdles, represented by nets, between the Jeroo and the flower. Each hurdle is a rectangular arrangement of nets with its base along the Southern Sea. The height and width of each hurdle is unknown. The number of hurdles and the spacing between the hurdles is unknown. There is at least one row of empty cells along the top and sides of each hurdle. There are no water features and no other Jeroos on the island. The only nets are those that define the hurdles. The goal of this program is to have the Jeroo jump all of the nets, pick the flower, and stop. A representative island is shown in figure 1. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 0 1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19 20 21 22 23

Pick this flower

Start Here

Figure 1 – A Possible Island Layout

The Hurdle Race Page 1

Student Work

#3

Intermediate Programming The Hurdle Race Project

Student Work

Moi Reilly

The Hurdle Race Page 1

Long-term Project

Computer Science Finkelstein Long Term Project You are to create a FBLA-PBL trivia game. There must be at least 25 questions from a minimum of five topics (five questions per topic) as part of the game. Your audience is FBLA members. Topics could include competitive event guidelines, national officers for 2012-2013, national partners, guidelines for running for national office, basic parliamentary procedure, national conference (NFLC and NLC) dates/locations, etc. One suggested format is a random topic with a time limit on how long the person has to answer the question. The faster you answer the question, the more points you earn for the question. Questions/answers are to be stored in a tab delimited file with the question first, followed by the number of the correct answer, followed by the answer options. BCS-IP-2. Students will apply knowledge of high-level program execution. BCS-IP-5. The student will collaboratively develop solutions for specific problems. BCS-IP-6. Students will design solutions for complex programs using advanced programming techniques and constructs. BCS-IP-7. Students will use and develop algorithms to solve complex problems. BCS-IP-8. Students will demonstrate knowledge of advanced object-oriented concepts.

Computer Science Finkelstein Nick Carlson Daniel Choi Moi Reilly Long Term Project Part 1 – Determine software that will be used in the creation of this game. Come up with rationale for selection of software and provide proposed details of game design. Part one of this long term project is for our group to decide upon which software to use that would allow us to create a FBLA oriented game that would not only educate the player on what FBLA is, but allow them to have fun while doing it. The software we were considering in using for this task was Alice, Greenfoot, Scratch, and Jeroo; our group decided on using Scratch as our software for the game because it is easy to use and best way to display the game to an audience and learn from it. After picking the software for the game, our group had to decide on a type of game that would best display questions in a learning environment and to also have fun. We researched questions that related to FBLA and would be displayed in a trivia style environment, this way, the goal of the game, to educate the player, would be attainable. Part 2 – Research and determine questions that will be used in the game. In order to obtain our goal on developing this trivia FBLA game, we researched and decided on questions that would educate the player on FBLA. We chose questions that provided history about the organization and the opportunities that come along with a FBLA membership. Along with creating the questions our group created the game backgrounds, which are a set of four mazes, molded around the FBLA acronym. Part 3 – Begin to create Game. After initial maze is complete, test for glitches. Fix issues that have arisen and continue to program game. During part three we began to do the actual programming of the game, which involved importing images which consist of the mazes and questions, developing and testing code that allowed the player to interact with the game, and making sure our game runs smoothly, without any glitches or errors.

What are the official Colors of FBLA‐PBL?

Purple and white

Yellow and blue

Blue and gold

Red, white, and blue

How many members does FBLA‐PBL have?

250,000

216,000

350,000

200,000

Where is FBLA‐PBL's National Center located?

Atlanta, GA

Reston, VA

Dallas, TX

Washington, DC

What is the official name of our organization?

FBLA‐PBL, INC.

FBLA

FBLA Inc.

PBL‐FBLA

Where was the National Competition held in 2012?

Salt Lake City, UT

Washington, DC

Atlanta, GA

San Antoni, TX

What does NBEA stand for?

National Business Education Association

National Board of Education Association

National Bacon Eaters of America

New Business Education Association

What is the short intermission in a business meeting called?

Recess

The Wild ThornBerry's

That's So Raven

Rugrats

The parliamentary procedure term to close the meeting when no motion is pending and there is no further business is called?

Recess

Finished

Adjourn

We will meet at a later date

What symbol on the emblem denotes our belief in democracy, liberty and the American way of life?

Dog

Eagle

Cat

Tiger

What two words repeated throughout the FBLA‐PBL creed?

I think

We will

I believe

I am

The Professional Edge is printed for which members?

Junior members

Amateur members

Advisors

Professional members

What are the dates of National FBLA‐PBL week?

Third week in November

Second week in February

First week in December

Fourth week in April

The first state Chapter was located where?

Iowa

Tennessee

Florida

Georgia

Who is the founder of FBLA‐PBL?

Morgan Jarvis

Joe Finkelstein

Dr.Hamden L. Forkner

Melinda Powell

Who is the current FBLA‐PBL President and CEO?

Jean Buckley

Jamie Akin

Dr.Hamden L. Forkner

Amy Brand

What group of individuals establishes the policies that govern FBLA‐FBL?

Board of Directors

Advisors

Officers

Members

Which month is National Education for Business month?

December

October

November

July

The national program that allows FBLA members to invest a hypothetical $100,000 in NASDAQ,

AMEX and NYSE‐listed common stock is called?

Stock Market Game

Monopoly

Life

Chutes and Ladders

How many local chapters must a state have to be issued a state charter?

Ten

Seven

Nine

Five

How is FBLA‐PBL, Inc. primarily funded?

Alumni

Memberships dues

Fundraising

Donations

Long-term Project

Student Work

Computer Science Finkelstein Long Term Project Student Work: Nick Carlson, Daniel Choi, Moi Reilly, Garrett Arisman

Current Event

Activity

Current Events 20122013

Class Current Event Intermediate Programming RSW – March 11, 2013

Intermediate Programming RSW – March 18, 2013

Current Event Activity #1:

Go to http://www.cnn.com/TECH/ and read a news article. After reading, open MS Word and write a brief response to the article. Your response should be at least 10 GOOD sentences in length. Sentences like “I enjoyed this article.” are not GOOD sentences! Utilize appropriate spelling, grammar, punctuation, and capitalization in your response.

Your response to the article can be many different things. You might have a question about the information presented, you might be happy or unhappy, or you might have additional information to give on the subject. If you choose an article that you are indifferent to, then you need to read another article. Copy and paste the URL for the article at the bottom of your response.

Your response will be graded will the following rubric:

Scale: 1 (Poor) 2 (Below Average) 3 (Average) 4 (Above Average) 5 (Excellent) Grammar An excessive

amount of grammar errors (10+)

Multiple grammar errors (7‐9)

Multiple grammar errors (4‐7)

Few grammar errors (1‐3)

No grammar errors

Spelling An excessive amount of spelling errors (10+)

Multiple spelling errors (7‐9)

Multiple spelling errors (4‐7)

Few spelling errors (1‐3)

No spelling errors

Capitalization An excessive amount of capitalization errors (10+)

Multiple capitalization errors (7‐9)

Multiple capitalization errors (4‐7)

Few capitalization errors (1‐3)

No capitalization errors

Punctuation An excessive amount of punctuation errors (10+)

Multiple punctuation errors (7‐9)

Multiple punctuation errors (4‐7)

Few punctuation errors (1‐3)

No punctuation errors

Response Response is not reasoned poorly; and/or shows that article was not understood

Response is not well‐reasoned; and/or shows that article was barely understood

Response is reasoned on average level; and/or shows that article was somewhat understood

Response is well‐reasoned; and/or shows that article was well‐understood

Response is reasoned exceptionally; and/or that article was understood very well

http://www.cnn.com/TECH/

Current Event Work

Kyle Davis

RSW – Current Event


FBLA

FBLA is starting a new curriculum on Child Hunger. It is a program that will help middle school students (ages 7-12) more knowledgeable of child

hunger across the United States. With this the children will make plans to help child hunger, make a marketing plan to help spread the word of it,

and to present their results in a national competition. Winning team members and sponsor will each receives an iPad 2; winning

classroom/group a celebratory luncheon.

FBLA Activity

FBLA Activity Finkelstein Project FBLA-Quick Draw Create a program in Jeroo that will draw the letters FBLA on a blank Grid, when the program is initiated. BCS-IP-6. Students will design solutions for complex programs using advanced programming techniques and constructs. BCS-IP-8. Students will demonstrate knowledge of advanced object-oriented concepts.

Quick Draw FBLA: Description Pts Your

Score Completed Project is successful 25 Methods are used effectively to initiate program 25 Jeroos are instantiated and programmed. 25 Effective programming constructs are utilized. 25 TOTAL POSSIBLE POINTS: 100 0

FBLA Work

FBLA Activity Student Work Intermediate Programming Garrett Arisman

Quick Draw FBLA: Garrett Arisman Description Pts Your

Score Completed Project is successful 25 25 Methods are used effectively to initiate program 25 25 Jeroos are instantiated and programmed. 25 25 Effective programming constructs are utilized. 25 25 TOTAL POSSIBLE POINTS: 100 100

Student

presentations

Student Presentations 20122013

Class Project Intermediate Programming Moi Reilly presented on creating Jeroo Methods to

solve a maze

career

development

Teacher Class Assignment Date Finkelstein AP Computer Science Career Portfolio Spring AP Computer Science Guest Speaker Spring AP Computer Science Mock Interview Spring Beginning Programming Guest Speaker Fall Computer Applications Career Portfolio Spring Computer Applications Guest Speaker Fall & Spring Computer Applications Mock Interview Spring Intermediate

Programming Career Portfolio Spring


Guest Speaker Spring


Mock Interview Spring

Finkelstein - Intermediate Programming - 3/22

Documents

Transcript of Finkelstein - Intermediate Programming - 3/22