![]() For this reason, the teacher could consider providing the less experienced students with skeleton code (i.e. This helps in ensuring consistency in how programs are written in the organisation, which makes the code easier to read and simpler to maintain. Instead, many businesses employ an approach involving a type of ‘skeleton’ programming framework, where the program contains common pre-written lines of code but omits the intended functionality of a program. In the commercial world not all programs are written from scratch. These programs may consist of missing lines of code, or lines of code that are incomplete, or a combination of both. To assist students who have limited programming knowledge, the teacher could provide them with partially written programs. Students list the tasks that would be followed for creating a software solution assign the number of days for each task assign the start and end dates for the each task and use colour to highlight the cells in each row for the duration of each task.ĭetailed example Developing software solutions – programming skills development Let the remaining columns be used for each day. Place task names in Column A, start date in Column B, end date in Column C, duration (in days) in Column D. Create a simple Gantt chart in a spreadsheet.Terms used in this study (docx - 356.7kb) on pages 8–11 of the study design. Students identify and describe a range of techniques for evaluating a software solution in terms of whether it is efficient or effective.These are compared with the expected result to determine if the software solution meets requirements. Test results are noted in the actual result column of the table. Students determine the expected result in the testing table with a pen and calculator develop the software solution using a programming language and then test. A value for gross pay is calculated with 12% subtracted for superannuation and 30% for tax. ![]() Hours worked is entered followed by hourly rate. Students design a testing table for a software solution that calculates an employee’s pay.Provide examples of a range of techniques. Discuss the difference between debugging and testing.Demonstrate a range of examples to students. Discuss the advantages and disadvantages of a range of file types and file formats including: TXT, CSV, XML and XLSX.Conduct a class discussion examining the purpose of internal documentation and where comments should be placed within a software solution. The second program contains sufficient internal documentation to identify the purpose of the program. The first program given to students contains no internal documentation. They analyse the code in order to determine what each program does. Provide students with the source code for two different programs.Students develop a software solution that uses the processing features of classes, functions, instructions, methods and control structures.Using code from a range of software solutions, students identify and describe the control structures of selection and repetition.Students list and describe how naming conventions can be used to distinguish solution elements, such as file types, functions, methods and variables.An example of a software solution could involve a payroll system that calculates the gross pay, tax deducted (30% of gross pay), superannuation collected (12% of gross pay before tax) and net pay from the input of hours worked and hourly rate paid. Students use design tools, such as data dictionaries, mock-ups and pseudocode to design a software solution in response to a case study.Students interpret a short case study in order to prepare a table listing the functional and non-functional requirements of the software solution, as well as the constraints and scope.Students develop a series of small software solutions that demonstrate the use data structures such as arrays and records and then describe the differences.
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