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.
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...
Prologue (Has there been instruction leading up to the first of these lessons that will help us to understand your starting point?)
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
Until starting this class, I never realized how limited my knowledge of writing was. The four assigned pamphlets and tutorials, while not very long, are enlightening. The readings are CSU-Global Guide to Writing and APA Requirements pamphlet, Avoiding Plagiarism tutorial, Tour of the Virtual Library video, and How to Search for Articles tutorial. Here is a brief summary of what I have learned thus far. APA requirements enforce the acceptable amount of repurposed information. Plagiarism and citations give integrity to your research. The assistance Colorado State University-Global Campus’s (CSU-GC) on-line library has available. Searching for articles and other scholarly resources requires three different search engines. Using these resources, I will highlight a couple of items learned from each.
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.
(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.
Chapter Fourteen, Algebraic Thinking, Equations, and Functions, begins with defining the big ideas of algebraic and functional thinking. Each big idea is taught by combining objects and mathematical situations and the connection between the two. Algebraic and Functional thinking are taught as early as Kindergarten, where the teacher connects the mathematical situations to real world problems. Algebra is a broad concept; however, if we look at the number system, patterns, and the mathematical model we can make it explicit and connect it to arithmetic. This chapter highlights three major ways to incorporate arithmetic and algebra in the classroom: number combinations, place-value relationships, and algorithms. In each category, there are subcategories that feature properties. It continues to spotlight how to understand, apply, and use the properties presented. Furthermore, the chapter discussed the variety of patterns and functions. Student who make observations are able to understand patterns. Repeating and Growing patterns are the types of patterns seen in a classroom during mathematics. In addition, within these patterns you’ll see are recursive patterns,
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.
Students will be able to identify the shapes in the book. (circle, triangle, square, and rectangle)
one case study at the end of each chapter. The book is accompanied by an instructor’s manual
... tested in the same manner for a specified purpose in order to maintain consistency and validity within results.
Your textbook emphasizes the importance of using “To Do Lists.” Go to this website: www.mindtools.com. Find the section that deals with ...
...rking on as a class, and will serve as a starting point in the learning process for tomorrow.