Chapter 8 of our text was all about string manipulation techniques. Lesson A started us out with a introducing us to a few simple string manipulation techniques, including the “length,” “trim,” “insert/remove,” and “contains” properties. Other concepts introduced in Lesson A included the “PadLeft/PadRight” methods, and using the “Like” operator to search strings. Lesson B continued with teaching us how to use the “MenuStrip” control and add it to a form, which is quite helpful when you need to give the user extra commands to use with your program. We were also taught how to insert a separator bar into the menu and how to assign shortcut keys to items on the menu. Lesson C didn’t necessarily teach us anything new, but it did give us an example on how to incorporate what we learned in the previous two lessons into our code. Chapter 9 introduced us to arrays (groups of related variables). It’s much easier to code an array than a bunch of independent variables by themselves, especially when they’re all going to be used for the same purpose. Lesson A gave us a basic overview of what a one-dimensional array is and how they are used. We learned about subscripts, and that the numbering method for subscripts starts at zero rather than one. We also went over the “GetUpperBound” method and the “For each… next” statement. Lesson B didn’t really introduce anything new, but it did teach us about parallel arrays. Lesson C introduced us to two-dimensional arrays, which are basically the same as a one-dimensional array with more than one row/column to populate and use. This lesson also covered how to use the “GetUpperBound” method with two-dimensional arrays. Chapter 10 was all about structures and sequential access files. Lesson A started out b... ... middle of paper ... ...when multiple methods need to have differing parameters in order to do what is basically the same task. Lesson C concluded the chapter by having us code a project with base classes and derived classes. A base class is the original class in a class file, while a derived class is a class that comes after the base class, and “inherits” the attributes and behaviors of the base class (constructors are never inherited though, and must always be created in new classes). We also learned that instead of re-coding constructors in derived classes, we can simply use the “MyBase” method to tell the computer to process the code written in the base class’s constructor(s). We finished off the lesson (and the chapter) by coding an application that used a base class and a derived class to calculate the area of a square and the area of a cube depending on which option the user picked.
state different forms of text and go on to talk about each one and how it applies to manipulation
1. The basics section that explains the main things Matthew Norman teaches in his course.
The second class is Ms. Novak’s algebra. Ms. Novak. Ms. Novak starts her class off with group warm ups to get the students ready for class. Once the class is done with the warm ups, the class moves into the class exercise for the day. The students are learning two-step equations with manipulatives. First, Ms. Novak uses cups and chips as a manipulative to teach the students how to distinguish variables and numbers in a math equation. As a way of showin...
The book is logically structured. Chapter one starts with just the plain definitions and bas...
Information and Software Technology Years 7–10: Advice on Programming and Assessment. (2003). Retrieved April 10, 2014, from http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/info_soft_tech_710_support.pdf
Johnson, R. and Foote, B. (1988) “Designing reusable classes”. In: Journal Of Object-Oriented Programming, v.1, n. 2, p. 22-35, Jun./Jul.
“Most living organisms fossilize after death, so fossils in exemplary condition are easily found all over the world.” This statement does not make much sense because; it says that these fossils are found all over the world which is not the case. If the fossils were found all over the world then we would have the answer to evolution and the beliefs behind it would not exist. Shubin would not have traveled to the artic if this statement was true because fossils are not found in perfect condition all the time. An example is when Shubin was talking about Artic temperature changes “crumbles the surface rocks and fossils” (20). The volcano activity would have ruined the fossils and made them incapable of getting to. Either way the statement
The Syllabus gives out many rules, infact the whole entire Syllabus is full of very useful rules for a student to remember or, to help him or her stay out of trouble. With plenty of easy to follow rules, in a mere basic guide, it can help any Palm Desert student succeed in Mrs. Brauckmann’s class.
b. My analysis is that the chapter is well written with many important details about constructivism and the important people that collaborated to form this theory.
(2012), “Divided by chapters in a book: course follow the basic structure of textbook. If the textbook has a large number of chapters, it might be advantageous, if possible to “bundle” a few chapters together in each lecture.” He continues to define the Chronological model as “dividing your lectures by literature published in different time periods.” Bender, T. (2012). we can follow chapter by chapter from our require text book while introducing different literatures to support our lectures. Discussing different periods within the African history while also allowing all my students to understand the material within a given time frame.
After a time, whole group student-led discussion begins. During this time students share different approaches and solutions (Takahashi, 2006, pg. 39). The teacher is meant to create an interdependent learning environment, with their focus being the clarification and acceptance of student-driven methods (Murata & Fuson, 2006, pg. 429-447). The teacher then highlights and summarizes the major points before assigning 2-4 problems as homework (Mastrull, 2002, pg. 5).
.Another part of the observation during this lesson included the students making sense of the problem and being able to come up with a solution. Students who had difficulty were provided laminated grid paper and markers to draw the shapes to coincide with the
... tested in the same manner for a specified purpose in order to maintain consistency and validity within results.
...rking on as a class, and will serve as a starting point in the learning process for tomorrow.
After my twelfth grade, the inherent ardor I held for Computer Sciencemotivated me to do a bachelors degree in Information Technology. Programming and Math, a paragon of logic and reasoning have always been my favorite subjects since childhood. I still vividly remember the time during my graduation,when I was successful in creating a simple calculator application as a class assignment.The joy I derived from creating something that is used by a lot of people to help them perform complex calculations,made me realize the power of computing in its true sense.It was also in my graduation that I developed an immense interest in programming languages such as Java, C++ an...