Free Educational Resources from Mr. Noureddine Tadjerout
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I am a versatile professional with a diverse skill set and a strong background in education and technology. As an accomplished Author, Teacher Trainer, Examiner, and certified Apple Teacher and VEX Robotics. I have honed my expertise in Computer Science and Mathematics education. Additionally, I hold the role of Curriculum Development Specialist, focusing on Computer Science, Engineering, and Microsoft Office. I am passionate about creating educational resources and assisting fellow educators.
I am a versatile professional with a diverse skill set and a strong background in education and technology. As an accomplished Author, Teacher Trainer, Examiner, and certified Apple Teacher and VEX Robotics. I have honed my expertise in Computer Science and Mathematics education. Additionally, I hold the role of Curriculum Development Specialist, focusing on Computer Science, Engineering, and Microsoft Office. I am passionate about creating educational resources and assisting fellow educators.
Objective:
•Understand the use of the different operators in Python.
•Explain What is an algorithm, Pseudocode and Flowchart?
•Understand the following terms, (IF , ELSE & ELIF)
Outcomes:
Explain the use of an IF and Else statement
1 Data Representation
Show understanding of binary magnitudes and the difference between binary prefixes and decimal prefixes
Understand the difference between and use:
•• kibi and kilo
•• mebi and mega
•• gibi and giga
•• tebi and tera
Show understanding of the basis of different number systems
Use the binary, denary, hexadecimal number bases and Binary Coded Decimal (BCD) and one’s and two’s complement representation for binary numbers
Convert an integer value from one number base / representation to another
Perform binary addition and subtraction: Using positive and negative binary integers. Show understanding of how overflow can occur.
Describe practical applications where Binary Coded
Decimal (BCD) and Hexadecimal are used
Show understanding of and be able to represent character data in its internal binary form, depending on the character set used
Familiar with ASCII (American Standard Code for Information Interchange), extended ASCII and Unicode. Students will not be expected to memorise any particular character codes. Use and understand the terms: pixel, file header,
image resolution, screen resolution, colour depth, bit depth
Perform calculations to estimate the file size for a bitmap image
Show understanding of the effects of changing elements of a bitmap image on the image quality and file size
Show understanding of how data for a vector graphic are encoded: Use the terms: drawing object, property, drawing list.
Justify the use of a bitmap image or a vector graphic for a given task.
2 Multimedia – Graphics and Sound.
Show understanding of how sound is represented and encoded: Use the terms: sampling, sampling rate, sampling resolution, analogue and digital data
Show understanding of how data for a bitmapped image are encoded.
3 Compression
Show understanding of the need for and examples of the use of compression
Show understanding of lossy and lossless compression and justify the use of a method in a given situation.
Show understanding of how a text file, bitmap image, vector graphic and sound file can be compressed Including the use of run-length encoding (RLE)
App Inventor is a free, cloud-based service that allows you to make your own mobile apps using a blocks-based programming language. You access App Inventor using a web browser (Chrome, Firefox, Safari). With these beginner-friendly tutorials, you will learn the basics of programming apps for Android and iOS phones and tablets. you can use it for year 7 and 8
Please click the link below to use the tutorial
https://appinventor.mit.edu/explore/ai2/tutorials
Click the link below to start Beginner Tutorials
https://appinventor.mit.edu/explore/ai2/beginner-videos
Create a PowerPoint and a poster including the three parts above including the PC or laptop with the latest technology used on them such as hardware component (for example maximum storage devices HDD, CPU, RAM, Motherboard, ….etc), why some of the PCs or laptops are more expensive than others, what makes them so expensive in term of what ?
What are the main Components of a Computer System?
Gives and Example of Input and Output devises
Gives an example of an Operating Systems
After you create a PowerPoint and a poster, you should present and explain at the front of the class your project
Blockly programming for Year 6 and 7
Blockly is a client-side library for the programming language JavaScript for creating block-based visual programming languages and editors. A project of Google, it is free and open-source software released under the Apache License 2.0. It typically runs in a web browser, and visually resembles the language Scratch.
https://blockly.games/
In this chapter you will learn about:
1.3.3 Input devices
•• describe the principles of operation (how each device works) of these input devices: 2D and 3D scanners, barcode readers, Quick Response (QR) code readers, digital cameras, keyboards, mice, touch screens, interactive whiteboards, microphones.
•• describe how these principles are applied to real-life scenarios, for example: scanning of passports at airports, barcode readers at supermarket checkouts, and touch screens on mobile devices.
•• describe how a range of sensors can be used to input data into a computer system, including light, temperature, magnetic field, gas, pressure, moisture, humidity, pH and motion
•• describe how these sensors are used in real-life scenarios, for example: street lights, security devices, pollution control, games, and household and industrial applications.
1.3.4 Output device
•• describe the principles of operation of the following output devices: inkjet, laser and 3D printers; 2D and 3D cutters; speakers and headphones; actuators; flat-panel display screens, such as Liquid Crystal Display (LCD) and Light-Emitting Diodes (LED) display; LCD projectors and Digital Light Projectors (DLP).
•• describe how these principles are applied to real-life scenarios, for example: printing single items on demand or in large volumes; use of small screens on mobile devices.
Describe the purpose of an operating system (You will be required to understand the purpose and function of an operating system and why it is needed. you will not be required to understand how operating system work.)
Show understanding of the need for interrupts
Show understanding of the basic Von Neumann model for a computer system and the stored program concept (program instructions and data are stored in main memory and instructions are fetched and executed one after another)
Describe the stages of the fetch-execute cycle, including the use of registers and buses
Learning objectives : VLOOKUP and HLookUp
Understand the use of the Vlookup function
Understand the use of absolute cell referencing.
Understand the use of an nested if statement.
Understand the used of the different count functions.
Understand the use of the sumif function.
Show understanding of the difference between: primary, secondary and off-line storage and provide examples of each, such as:
Primary: Read Only Memory (ROM) and Random Access Memory (RAM)
Secondary: hard disk drive (HDD) and Solid State Drive (SSD); off-line: Digital Versatile Disc (DVD), Compact Disc (CD), Blu-ray disc, USB flash memory and removable HDD
Describe the principles of operation of a range of types of storage device and media including magnetic, optical and solid state.
Describe how these principles are applied to currently available storage solutions, such as SSDs, HDDs, USB flash memory, DVDs, CDs and Blu-ray discs.
Calculate the storage requirement of a file.
8.1 Database Concepts
8.2 Database Management System (DBMS)
8.3 Data Definition Language (DDL) and Data Manipulation Language (DML)
Show understanding of the limitations of using a file-based approach for the storage and retrieval of data
Describe the features of a relational database that address the limitations of a file-based approach
Show understanding of and use the terminology associated with a relational database model: Including entity, table, record, field, tuple, attribute, primary key, candidate key, secondary key, foreign key, relationship (one-to-many, one-to-one, many-to-many), referential integrity, indexing
Use an entity-relationship (E-R) diagram to document a database design
Show understanding of the normalization process: First Normal Form(1NF), Second Normal Form (2NF) and Third Normal Form (3NF)
Explain why a given set of database tables are, or are not, in 3NF
Produce a normalized database design for a description of a database, a given set of data, or a given set of tables
Show understanding of the features provided by a Database Management System (DBMS) that address the issues of a file based approach Including:
data management, including maintaining a data dictionary
data modelling
logical schema
data integrity
data security, including backup procedures and the use of access rights to individuals / groups of users
Show understanding of how software tools found within a DBMS are used in practice, Including the use and purpose of:
developer interface
query processor
Show understanding that DBMS carries out all creation / modification of the database structure using its Data Definition Language (DDL)
Show understanding that the DBMS carries out all queries and maintenance of data using its DML
Show understanding that the industry standard for both DDL and DML is Structured Query Language (SQL): Understand a given SQL script
Understand given SQL (DDL) commands and be able to write simple SQL (DDL) commands using a sub-set of commands
Create a database (CREATE DATABASE)
Create a table definition (CREATE TABLE), including the creation of attributes with appropriate data types:
CHARACTER,VARCHAR(n), BOOLEAN,INTEGER,REAL,DATE,TIME
change a table definition (ALTER TABLE)
add a primary key to a table (PRIMARY KEY (field))
add a foreign key to a table (FOREIGN KEY (field) REFERENCES Table (Field))
Write an SQL script to query or modify data (DML) which are stored in (at most two) database tables :
Queries including SELECT… FROM, WHERE, ORDER BY, GROUP BY, INNER JOIN, SUM, COUNT, AVG
Data maintenance including. INSERT INTO, DELETE FROM, UPDATE
Learning Objectives:
12.1 Program Development Life cycle
Show understanding of the purpose of a development life cycle
Show understanding of the need for different development life cycles depending on the program being developed (Including, waterfall, iterative, rapid application development (RAD)
Describe the principles, benefits and drawbacks of each type of life cycle
Show understanding of the analysis, design, coding, testing and maintenance stages in the program development life cycle.
12.2 Program Design
Use a structure chart to decompose a problem into sub-tasks and express the parameters passed between the various modules / procedures / functions which are part of the algorithm design
Describe the purpose of a structure chart
Construct a structure chart for a given problem
Derive equivalent pseudocode from a structure chart.
Show understanding of the purpose of state-transition diagrams to document an algorithm.
12.3 Program Testing and maintenance
Show understanding of ways of exposing and avoiding faults in programs.
Locate and identify the different types of errors:
syntax errors
logic errors
run-time errors
Correct identified errors
Show understanding of the methods of testing available and select appropriate data for a given method (Including dry run, walkthrough, white-box, black-box, integration, alpha, beta, acceptance, stub)
Show understanding of the need for a test strategy and test plan and their likely contents.
Choose appropriate test data for a test plan (Including normal, abnormal and extreme/boundary)
Show understanding of the need for continuing maintenance of a system and the differences between each type of maintenance (Including perfective, adaptive, corrective)
Analyze an existing program and make amendments to enhance functionality
For all Teacher attached a student project for you attention:
Please before you solve any pre-release material for students. It is better to let them try to solve it first.
please give this project to your student for a period of a month therefore you can measure students progress and attainment.
IGCSE Pre- release material for Computer Science paper 2 - Student Project
Attached the Pre-release material for paper 2 exams , Please ask the students to open the PDF and watch the video and it will give students a starting point how to solve task 1/2/3 for this year exam. Thank you
But before that. student should start attempting pre-release paper 2 for last year May/June 2021, Please ask the student to go straight to slide 11 and do the last year exam paper 2 May/June 2021 , Students will find the questions/answers and the python programming code for task 1 / 2 and 3 .
I included python programming code for last year paper 2 exams for task 1/2/3 . Please make sure students practice using last year exam paper 2 before they start solving this year paper 2 . Thank you
Ask the students to solve and provide the following three tasks for this year exam:
pseudo code and python programming for Task 1
pseudo code and python programming for Task 2
pseudo code and python programming for Task 3
11.1 Programming Basics
11.2 Constructs
11.3 Structured Programming
11.1 Programming Basics
Implement and write pseudocode from a given design presented as either a program flowchart or structured English
Write pseudocode statements for:
• the declaration of variables and constants
• the assignment of values to variables and constants
• expressions involving any of the arithmetic or logical operators input from the keyboard and boutput to the console.
Use built-in functions and library routines
Any functions not given in the pseudocode guide will be provided
String manipulation functions will always be given
11.2 Constructs
Use pseudocode to write:
• an ‘IF’ statement including the ‘ELSE’ clause and nested IF statements
• a ‘CASE’ structure
• a ‘count-controlled’ loop:
• a ‘post-condition’ loop
• a ‘pre-condition’ loop
Justify why one loop structure may be better suited to solve a problem than the others
**11.3 Structured Programming **
Define and use a procedure
Explain where in the construction of an algorithm it would be appropriate to use a procedure.
Use parameters: A procedure may have none, one or more parameters and A parameter can be passed by reference or by value.
Define and use a function
Explain where in the construction of an algorithm it is appropriate to use a function.
A function is used in an expression, e.g. the return value replaces the call.
Use the terminology associated with procedures and functions: including Procedure / function header, procedure / function interface, parameter, argument, return value
Write efficient pseudocode
Python 3 Sheet from KS3/4 and 5 . From Laurent Pointal (License Creative Commons Attribution 4) . thanks to a wonderful resources from Laurent Pointal (License Creative Commons Attribution 4)