Computer science 10 Semakin basic. List of educational and methodological support. Planned learning outcomes
Computer science. Grade 10. A basic level of. Semakin I.G., Henner E.K., Sheina T.Yu.
4th ed. - M.: 2015 - 264 p.
The textbook is intended for studying computer science at a basic level in 10 grades of general education institutions. The content of the textbook is based on the computer science course studied in basic school (grades 7–9). The textbook covers theoretical basis computer science: concept of information, information processes, measurement of information, coding and processing of information in a computer. The principles of structured programming techniques and the Pascal programming language are outlined. The textbook includes a workshop, the structure of which corresponds to the content of the theoretical section of the textbook. The textbook is included in the educational and methodological kit, which also includes a textbook for grade 11 and Toolkit for the teacher. Corresponds to the Federal State Educational Standard of Secondary (Complete) General Education (2012).
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Table of contents
Introduction 5
Chapter 1. Information 11
§ 1. Concept of information 11
§ 2. Providing information, languages, coding 15
§ 3. Measuring information. Alphabetical approach 21
§ 4. Measuring information. Content approach 26
§ 5. Representation of numbers in a computer 34
§ 6. Representation of text, image and sound in a computer 43
Chapter 2. Information processes 53
§ 7. Information storage 53
§ 8. Transfer of information 59
§ 9. Information processing and algorithms 64
§ 10. Automatic processing information 69
§ 11. Information processes in a computer 74
Chapter 3. Programming information processing 86
§ 12. Algorithms and quantities 86
§ 13. Structure of algorithms 92
§ 14. Pascal - language structured programming 99
§ 15. Elements of the Pascal language and data types 105
§ 16. Operations, functions, expressions 110
§ 17. Assignment operator, data input and output 116
§ 18. Logical quantities, operations, expressions 123
§ 19. Branch programming 132
§ 20. An example of the step-by-step development of a program for solving problem 136
§ 21. Programming cycles 142
§ 22. Nested and iterative loops 150
§ 23. Auxiliary algorithms and subroutines 155
§ 24. Arrays 163
§ 25. Organization of data input and output using files 169
§ 26. Typical array processing problems 175
§ 27. Character data type 181
§ 28. Character strings 185
§ 29. Combined type data 190
Workshop 197
Practical work for Chapter 1 “Information” 197
Practical work for Chapter 2 “Information Processes” 215
Practical work for Chapter 3 “Programming information processing” 231
Answers to assignments practical work 263
Studying any school subject can be compared to building a house. Only this house is made not of bricks and concrete slabs, but of knowledge and skills. Construction of a house begins with the foundation. It is very important that the foundation is strong, because the rest of the structure rests on it. The foundation for the course “Informatics 10-11” is the knowledge and skills that you acquired while studying the computer science course in basic school in grades 7-9. You no longer need to explain what a computer is and how it works; what information a computer can work with; what is a program and computer software; what is information technology. In the basic school computer science course, you got an idea of the form in which information is stored in computer memory, what an algorithm and information model are. You have learned to use a keyboard, mouse, disks, and printer; work in an environment operating system ; received basic skills in working with text and graphic editors , with databases and spreadsheets
. You will need all this knowledge and skills when studying the “Informatics 10-11” course.
TEACHER'S WORK PROGRAMBy
computer science and ICT, grades 10-11
Subject, class, etc.
Considered at the meeting
pedagogical council
protocol No. ____
20 15 - 20 16 dated "___"___________2015
academic year
EXPLANATORY NOTE
The course “Informatics and ICT” is a basic level general education course, studied in grades 10-11, and is mastered by students after studying the basic course “Informatics and ICT” in primary school (in grades 7-9).
According to the school curriculum, the basic course is oriented at 35 hours in 10th grade (1 hour per week) and 35 hours in 11th grade (1 hour per week). The
training course Working programm
compiled on the basis of:
1. ORDER of the Ministry of Education of the Russian Federation dated 03/05/2004 No. 1089 “On approval of the federal component of state educational standards of primary general, basic general and secondary (complete) general education.”
3. Order of the Department of Education TO dated 06/24/2011 No. 477 “On amendments to the order of the Department of Education of the Administration of the Tula Region dated 06/05/2006 No. 626 “On approval of the basic curriculum for educational institutions Tula region, implementing general education programs" 4. Sample program in computer science and information technology for grades 10-11 (basic level), authors I.G. Semakin, E.K. Henner, T.Yu. Shein, recommended by the Ministry of Education and Science of the Russian Federation.
Studying the course is provided by an educational and methodological complex, including:
Textbook:
Textbook:
Semakin I.G., Henner E.K., Sheina T.Yu. Workshop on computer science and ICT for grades 10-11. A basic level of. Computer science. Grade 11. – M.: BINOM. Knowledge Laboratory, 2007.
Computer science. Educational and training complex for high school [ Electronic resource]: 10–11 grades. A basic level of. Methodological manual for teachers / M. S. Tsvetkova, I. Yu. Khlobystova. - M.: BINOM. Knowledge Laboratory, 2013.
The textbook and computer workshop together ensure the fulfillment of all the requirements of the educational standard and the Model Program in their theoretical and practical components: mastering a system of basic knowledge, mastering skills information activities, development and education of students, application of experience in using ICT in various fields individual activities.
The UMK contains all the course topics that are present both in the standard and in sample program. This quality makes the course more complete, more sustainable, and designed for development. academic subject.
Line information and information processes(definition of information, measurement of information, universality of discrete representation of information; processes of storage, transmission and processing of information in information systems; information bases management processes);
Line of modeling and formalization(modeling as a method of cognition: information modeling: main types of information models; computer research of information models from various subject areas).
Information technology line(technologies for working with text and graphic information; technologies for storing, searching and sorting data; processing technologies numerical information using spreadsheets; multimedia technologies).
Computer communications line ( informational resources global networks, organization and information Services Internet).
Social Informatics Line(information resources of society, information culture, information law, Information Security)
The central concepts around which the methodological system of the course is built are “information processes”, “information systems”, “information models”, “ information Technology».
From the workshop for grade 10, only two works have a direct focus on the type of PC and software: “Selecting a computer configuration” and “ BIOS setup" For execution practical tasks for programming, any version of the freely distributed programming system in Pascal (ABC-Pascal, Free Pascal and etc.).
Practical work to be performed in 11th grade with the Internet is focused on the use of a client program Email and browser Microsoft. However, they can easily be adapted to other similar software products, since the capabilities used are general character. Tasks for working with databases and spreadsheets are more strictly tied to the type of software. The first case describes working in the MS Access DBMS environment, the second describes MS Excel. If necessary, the tasks in this section can be performed using other similar software tools: relational DBMS And table processor.
The study of computer science and information technology in high school at a basic level in accordance with the new basic curriculum is aimed at achieving the following goals:
mastering the basic knowledge system, reflecting the contribution of computer science to the formation of the modern scientific picture of the world, the role of information processes in society, biological and technical systems;
mastery of skills apply, analyze, transform information models of real objects and processes, using information and communication technologies(ICT), including when studying other school subjects;
development cognitive interests, intellectual and creative abilities through the development and use of computer science methods and ICT tools in the study of various academic subjects;
upbringing responsible attitude towards compliance with ethical and legal standards of information activities;
gaining experience use of information technologies in individual and collective activities.
Forms of current monitoring of knowledge, abilities, skills;
intermediate and final certification of studentsAll forms of control are designed for 10-40 minutes in duration.
Current control carried out using a computer workshop in the form of practical work and practical assignments.
Thematic control is carried out upon completion of a large block (topic) in the form test work, testing, performing test practical work.
Final control is carried out upon completion educational material in the form determined by the Regulations of the educational institution - control work.
Criteria and norms for assessing knowledge, skills and abilities of students
When testing all correct answers are taken as 100%, then the mark is set in accordance with the table:
Task completion percentage
95% or more
satisfactorily
unsatisfactory
When performing practical work and test work:
The grade also depends on the presence and nature of errors made by students.
blunder– the semantic meaning of the concept, definition is completely distorted;
error reflects imprecise wording indicating an unclear representation of the object in question;
defect– a misconception about an object that does not fundamentally affect knowledge defined by the program training;
minor errors– inaccuracies in oral and writing, which do not distort the meaning of the answer or decision, accidental typos, etc.
The standard against which students’ knowledge is assessed is the mandatory minimum content of computer science and information technology. Require students to define definitions that are not included in school course computer science means incurring problems associated with violation of the rights of the student (“Education Law”).
Based on the norms (five-point system) laid down in all subject areas, you mark:
- “5” is given when all tasks are completed completely or if there are 1-2 minor errors;
- “4” is given if there are 1-2 shortcomings or one error:
- “3” is given when 2/3 of the proposed tasks are completed;
- “2” is given if significant errors are made that show that the student does not fully possess the required skills in the given topic (ignorance of the basic program material):
- “1” – refusal to perform educational duties.
Oral survey carried out at each lesson (heuristic conversation, survey). The task of oral questioning is not so much to assess students’ knowledge, but to identify problem areas in mastering educational material and fixing students’ attention on complex concepts, phenomena, process.
Evaluation of students' oral responses
The answer is graded “5”, if the student:
Fully disclosed the content of the material to the extent provided for by the program;
Presented the material in literate language in a certain logical sequence, accurately using the terminology of computer science as an academic discipline;
Correctly completed the drawings and diagrams accompanying the answer;
Demonstrated ability to illustrate theoretical principles specific examples;
Demonstrated the assimilation of previously studied related questions, the formation and stability of the skills and abilities used in answering;
Answered independently without leading questions from the teacher.
There may be one or two inaccuracies when covering secondary issues or in calculations, which the student easily corrected based on the teacher’s remark.
The answer is graded “4,. if the answer mainly satisfies the requirements for the mark “5”, but at the same time has one of the shortcomings:
One or two shortcomings were made when covering the main content of the answer, corrected according to the teacher’s remark:
An error or more than two shortcomings were made when covering secondary issues or in calculations, which were easily corrected based on the teacher’s remark.
Mark "3"
The content of the material is incompletely or inconsistently disclosed, but is shown general understanding question and demonstrated skills sufficient for further mastery of the program material defined by this program;
Mark "2" is placed in the following cases:
The main content of the educational material is not disclosed;
The student is found to be unaware or incompletely understand most or the most important part of the educational material;
Errors were made in defining concepts when using special terminology, in drawings, diagrams, in calculations that were not corrected after several leading questions from the teacher.
Mark "1" is placed in the following cases:
The student revealed complete ignorance and misunderstanding of the educational material being studied;
Could not answer any of the questions posed regarding the material being studied;
Refused to answer the teacher's questions.
Leading methods of teaching the subject are: explanatory-illustrative, reproductive, partially search. The lessons use elements of the following technologies: student-centered learning, developmental learning technologies, project activities, technology for the development of critical thinking through reading and writing, intraclass differentiation, health-saving technology, collaborative learning, lecture-testing, ICT.
In order to preserve the health of students, it is planned to include elements of health-saving technology in lessons; work to develop positive learning motivation as important factor education healthy image life; maintain proper organization educational activities:
1. Strict dosage of training load.
2. Constructing a lesson taking into account dynamism and their performance.
3. Compliance with hygienic requirements (fresh air, optimal thermal conditions, good lighting, cleanliness).
4. Favorable emotional mood.
REQUIREMENTS FOR THE LEVEL OF GRADUATE TRAINING
As a result of studying computer science at a basic level, the student must
know/understand
Basic technologies for creating, editing, designing, saving, transmitting information objects various types using modern software tools of information and communication technologies;
Purpose and types of information models describing real objects and processes;
Purpose and functions of operating systems;
be able to
Operate various types information objects, including using a computer, correlate the results obtained with real objects;
Recognize and describe information processes in social, biological and technical systems;
Use ready-made information models, evaluate their compliance with the real object for modeling purposes;
Assess the reliability of information by comparing various sources;
Illustrate educational work using information technology tools;
Create information objects of complex structure, including hypertext documents;
View, create, edit, save records in databases, receive necessary information at the user's request;
Visually represent numerical indicators and the dynamics of their changes using business graphics programs;
Follow safety rules and hygiene recommendations when using ICT tools;
Use acquired knowledge and skills in practical activities and Everyday life For:
Effective use of information educational resources in educational activities, including self-education;
Orientations in information space, work with common automated information systems;
Automation of communication activities;
Compliance with ethical and legal standards when working with information;
Effective organization of individual information space.
- CURRICULUM PLAN
| Class | Qty hours | Topic (textbook section) | Number of hours of section | Practice |
| Introduction. Structure of computer science. | ||||
| Information. | ||||
| Information processes. | ||||
| Information processing programming. | ||||
| Total: | ||||
| Introduction. | ||||
| Information systems and databases. | ||||
| Internet. | ||||
| Information modeling. | ||||
| Social informatics. | ||||
| Total: |
Grade 10
Topic 1. Introduction. Structure of computer science. TB rules. (1 hour)
Students should know:
what are the goals and objectives of studying the course in 10th grade;
ChapterI. Information. (9 hours (4+5))
Topic 2. Concept and presentation of information. Coding languages. Choosing a method for presenting information in accordance with the task.
Students should know:
three philosophical concepts of information;
the concept of information in special sciences: neurophysiology, genetics, cybernetics, information theory;
what is the language for presenting information; what languages are there?
concepts of “coding” and “decoding” information;
examples of technical information coding systems, such as Morse code, Baudot telegraph code;
concepts of “encryption” and “decryption”.
Topic 3. Measuring information. Alphabetical and content approach.
Students should know:
the essence of the volumetric (alphabetical) approach to measuring information;
defining a bit from an alphabetical point of view;
the relationship between the size of the alphabet and the information weight of the symbol (in the approximation of equiprobability of symbols);
connection between units of information: bit, byte, KB, MB, GB;
definition of a bit from the position of the message content.
Students should be able to:
solve problems on measuring the information contained in the text from an alphabetical point of view (in the approximation of equal probability of the appearance of characters in the text);
solve simple problems of measuring the information contained in a message, using a meaningful approach (in the equiprobable approximation);
Convert the amount of information into different units.
Topic 4. Representation of numbers in a computer.
Students should know:
principles of data representation in computer memory;
representation of integers;
ranges for representing unsigned and signed integers;
principles of representing real numbers.
Students should be able to:
obtain an internal representation of integers in computer memory;
determine the value of a number using the internal code.
Topic 5. Representation of text, images and sound on a computer.
Students should know:
methods of encoding text in a computer;
image presentation methods; color models;
what is the difference between raster and vector graphics;
methods of discrete (digital) sound representation.
Students should be able to:
calculate size color palette by color bit depth value;
calculate the volume of digital audio recording based on sampling frequency, encoding depth and recording time.
ChapterII. Information processes. (8 hours (4+4))
Topic 6.Data storage; choosing a method for storing information. Transfer of information in social, biological and technical systems.
Students should know:
history of development of storage media;
modern (digital, computer) types of storage media and their main characteristics;
K. Shannon's model of information transmission through technical communication channels;
main characteristics of communication channels: transmission speed, throughput;
the concept of “noise” and methods of protection against noise.
Students should be able to:
compare various digital media according to their technical properties;
calculate the amount of information transmitted over communication channels at a known transmission speed.
Topic 7. Information processing and algorithms.Peculiarities of memorization, processing and transmission of information by humans.
Students should know:
main types of information processing tasks;
the concept of information processing performer;
concept of information processing algorithm.
Students should be able to:
according to the description of the command system educational performer create algorithms for controlling its operation.
Topic 8. Automatic information processing.Transformation of information based on formal rules. Algorithmization as necessary condition its automation.
Students should know:
what are “algorithmic machines” in the theory of algorithms;
definition and properties of the algorithm for controlling an algorithmic machine;
device and command system of Post's algorithmic machine.
Students should be able to:
draw up algorithms for solving simple problems to control the Post machine.
Topic 9. Information processes in a computer.Systems formed by interacting elements, states of elements, exchange of information between elements, signals. Classification of information processes.
Students should know:
stages of the history of computer development;
what is von Neumann computer architecture;
what are peripheral processors (controllers) used for?
personal computer architecture;
principles of supercomputer architecture.
ChapterIII. Information processing programming. (17 hours (6+11))
Topic 10. Algorithms and quantities, structure of algorithms.
Students should know:
stages of solving a problem on a computer;
what is an algorithm executor, a system of executor commands;
what capabilities does a computer have as an executor of algorithms;
computer command system;
classification of algorithm structures;
principles of structured programming.
Students should be able to:
describe algorithms in the language of flowcharts and in educational algorithmic language;
trace the algorithm using trace tables.
Topic 11. Pascal - language structured programming. Elements of the Pascal language and data types. Operations, functions, expressions. Assignment operator, data input and output.
Students should know:
data type system in Pascal;
input and output operators;
rules for writing arithmetic expressions in Pascal;
assignment operator;
program structure in Pascal.
Students should be able to:
compose linear computational algorithm programs in Pascal.
Topic 12. Logical values and expressions, branch programming
Students should know:
logical data type, logical values, logical operations;
rules for writing and calculating logical expressions;
conditional operator If;
Select case operator.
Students should be able to:
program branching algorithms using conditional operator and the branch operator.
Topic 13. Programming cycles. Nested and interactive loops.
Students should know:
the difference between a loop with a precondition and a loop with a postcondition;
iteration loop;
operators While loop and Repeat–Until;
loop operator with For parameter;
order of execution of nested loops.
Students should be able to:
program in Pascal cyclic algorithms with precondition, with postcondition, with parameter;
program iterative loops;
program nested loops.
Topic 14. Auxiliary algorithms and subroutines.
Students should know:
concepts of auxiliary algorithm and subroutine;
rules for describing and using subprograms-functions;
rules for describing and using subroutines-procedures.
Students should be able to:
identify subtasks and describe auxiliary algorithms;
describe functions and procedures in Pascal;
write calls to functions and procedures in programs.
Topic 15. Working with arrays. Organizing data input and output using files. Typical array processing tasks.
Students should know:
rules for describing arrays in Pascal;
rules for organizing input and output of array values;
rules for program processing of arrays.
Students should be able to:
make up standard programs array processing, such as filling an array, searching and counting elements, finding the maximum and minimum values, array sorting, etc.
Topic 16. Working with symbolic information. Character and combination data type. Character strings.
Students should know:
rules for describing character values and character strings;
basic Pascal functions and procedures for working with symbolic information.
Students should be able to:
solve typical problems for processing symbolic values and character strings.
Grade 11
Topic 1. Introduction. Structure of computer science. TB rules. (1 hour)
Students should know:
what are the goals and objectives of studying the course in 11th grade;
what parts does the subject area of computer science consist of?
ChapterI. Information systems and databases. (8 hours (4+4))
Topic 2. What is a system. Models of systems. Purpose and types of information models. Systems formed by interacting elements, states of elements, exchange of information between elements, signals. The use of information models in educational and cognitive activities.
Students should know:
basic concepts of systemology: system, structure, system effect, subsystem;
basic properties of systems;
what's happened systems approach in science and practice;
system models: “black box” model, composition, structural model;
using graphs to describe system structures.
Students should be able to:
give examples of systems (in everyday life, in nature, in science, etc.);
analyze the composition and structure of systems;
distinguish between material and informational connections.
Topic 3. Databases.Database management systems.
Students should know:
what is a database (DB);
basic concepts of relational databases: record, field, field type, main key;
definition and purpose of the DBMS;
what is a database schema;
what is data integrity;
Students should be able to:
Topic 4. Designing a multi-table database.Creation, maintenance and use of databases in solving educational and practical problems.
Students should know:
basics of organizing a multi-table database;
stages of creating a multi-table database using a relational DBMS;
structure of the request command for retrieving data from the database;
Students should be able to:
create a multi-table database using specific
implement simple queries to select data in the query designer;
implement requests with difficult conditions samples.
Topic 5: Queries as Applications information system. Logical conditions data selection.
Students should know:
organizing a query for a selection in a multi-table database;
basic logical operations used in queries;
rules for representing a selection condition in the query language and in the query designer.
Students should be able to:
create a multi-table database using specific
implement simple queries to select data in the query designer;
implement queries with complex selection conditions.
ChapterII. Internet. (10 hours (4+6))
Topic 6. Local and global computer networks. Internet as a global information system. Hardware and software for organizing computer networks.
Students should know:
purpose of Internet communication services;
appointment information services Internet;
what are application protocols;
Students should be able to:
work with email;
extract data from file archives;
Topic 7.World Wide Web – The World Wide Web. Search information systems. Organization of information search. Description of the object for its subsequent search.
Students should know:
basic WWW concepts: web page, web server, website, web browser, HTTP protocol, URL;
what is a search directory: organization, purpose;
What is a search index: organization, purpose.
Students should be able to:
search for information on the Internet using search directories and pointers.
Topic 8. Basics of website building. Development Toolsweb-sites.Data structuring.
Students should know:
what tools exist for creating web pages;
what is the design of a website;
Students should be able to:
Topic 9. Website creation " Homepage" Creating tables and lists onweb-page.
Students should know:
how to create a website;
Students should be able to:
create a simple website using a website editor.
ChapterIII. Information modeling. (12 hours (5+7))
Topic 10. Computer information modeling. Information (intangible) models.
Students should know:
concept of model;
concept of information model;
stages of constructing a computer information model.
Topic 11. Modeling dependencies between quantities.Purpose and types of information models. Formalization of tasks from various subject areas. Basic ways of representing mathematical relationships between data. Using spreadsheets to process numerical data (using examples of problems from various subject areas)
Students should know:
concepts: quantity, quantity name, quantity type, quantity value;
what is a mathematical model;
forms of representation of dependencies between quantities.
Students should be able to:
Using spreadsheets, obtain tabular and graphical forms of relationships between quantities.
Topic 12. Statistical forecasting models.Use of basic methods of computer science and ICT tools in the analysis of processes in society, nature and technology. Assessing the adequacy of the model to the object and modeling goals (using examples of problems in various subject areas). Dynamic (electronic) tables as information objects. Tools and technologies for working with tables. Purpose and principles of operation of spreadsheets. . Using spreadsheets to process numerical data (using examples of problems from various subject areas.
Students should know:
to solve what practical problems statistics is used;
what is a regression model;
How does forecasting occur using a regression model?
Students should be able to:
using a table processor, build regression models specified types;
carry out forecasting (value restoration and extrapolation) using a regression model.
Topic 13. Modeling correlation dependencies. Construction of an information model to solve the problem. Assessing the adequacy of the model to the object and modeling goals (using examples of problems in various subject areas).
Students should know:
what is correlation dependence;
what is the correlation coefficient;
What capabilities does a table processor have for performing correlation analysis?
Students should be able to:
calculate the correlation coefficient between values using a spreadsheet processor (CORREL function in Microsoft Excel).
Topic 14. Optimal planning models.. Construction of an information model to solve the problem. Assessing the adequacy of the model to the object and modeling goals (using examples of problems in various subject areas).
Students should know:
what is optimal planning;
what are resources; how the model describes resource limitations;
what is the strategic planning goal; what conditions can be set for it;
what is the task linear programming to find the optimal plan;
What capabilities does a table processor have for solving a linear programming problem?
Students should be able to:
solve the problem of optimal planning (linear programming) with a small amount planned indicators using a spreadsheet processor (“Search for a solution” in Microsoft Excel).
ChapterIV. Social informatics. (4h. (4+0))
Topic 15. Informational resources. .
Students should know:
what are information resources of society;
what makes up the market for information resources;
Topic 16. Information society. The main stages of the formation of the information society.
Students should know:
what applies to information services;
what are the main features of the information society;
causes of the information crisis and ways to overcome it;
what changes in everyday life and in the field of education will occur with the formation of the information society.
Topic 17. . Legal regulation V information sphere. Ethical and legal norms of human information activity.
Students should know:
Students should be able to:
Topic 18. Problem information security. Ethical and legal norms of human information activity. Data protection.
Students should know:
main legislative acts in the information sphere;
the essence of the Information Security Doctrine of the Russian Federation.
Students should be able to:
comply with basic legal and ethical standards in the information sphere.
LIST OF EDUCATIONAL AND METHODOLOGICAL SUPPORT
Educational and methodological kit for students
Computer science. Basic level: textbook for grade 10 / I.G. Semakin, E.K. Henner, T.Yu. Sheina. - 4th ed. - M.: BINOM. Knowledge Laboratory, 2015.
Computer science. Basic level: textbook for grade 11 / I.G. Semakin, E.K. Henner, T.Yu. Sheina. - 4th ed. - M.: BINOM. Knowledge Laboratory, 2015.
Educational and methodological kit for teachers
Computer Science and ICT. Basic level: workshop for grades 10-11 / I.G. Semakin, E.K. Henner, T.Yu. Sheina - M.: BINOM. Knowledge Laboratory, 2013.
Computer science. Basic level: textbook for grade 11 / I.G. Semakin, E.K. Henner, T.Yu. Sheina. - 4th ed. - M.: BINOM. Knowledge Laboratory, 2015.
Computer science. Basic level: textbook for grade 10 / I.G. Semakin, E.K. Henner, T.Yu. Sheina. - 4th ed. - M.: BINOM. Knowledge Laboratory, 2015.
Technical training aids
Audio information output devices – headphones for individual work with audio information, speakers for the whole class
Local computing network
interactive board
Computer
Projector
4. Software
1. Operating room Windows system XP
2. Antivirus program Kaspersky Anti-Virus 6.0.3. 837
4. Integrated office application MS Office 2007
5. Multimedia player
7. Post's algorithmic machine
BIBLIOGRAPHY
Computer Science and ICT. Basic level: workshop for grades 10-11 / I.G. Semakin, E.K. Henner, T.Yu. Sheina - M.: BINOM. Knowledge Laboratory, 2013.
Computer science. Basic level: textbook for grade 11 / I.G. Semakin, E.K. Henner, T.Yu. Sheina. - 4th ed. - M.: BINOM. Knowledge Laboratory, 2015.
Computer science. Basic level: textbook for grade 10 / I.G. Semakin, E.K. Henner, T.Yu. Sheina. - 4th ed. - M.: BINOM. Knowledge Laboratory, 2015.
Computer science. Problem book-workshop in 2 volumes. Ed. I.G. Semakina, E.K. Henner. – M.: Laboratory of Basic Knowledge, 2012.
Computer science. Educational and training complex for high school [Electronic resource]: grades 10–11. A basic level of. Methodological manual for teachers / M. S. Tsvetkova, I. Yu. Khlobystova. - M.: BINOM. Knowledge Laboratory, 2013.
Semakin I.G., Henner E.K. Computer science. Grade 10. – M.: BINOM. Knowledge Laboratory, 2004.
Semakin I.G., Henner E.K. Computer science. 11th grade. – M.: BINOM. Knowledge Laboratory, 2004.
Computer science. Educational and training complex for high school [Electronic resource]: grades 10–11. A basic level of. Methodological manual for teachers / M. S. Tsvetkova, I. Yu. Khlobystova. - M.: BINOM. Knowledge Laboratory, 2013.
OH. Shepeleva, Lesson developments in computer science. 10-11 grades, Moscow, “VAKO”, 2009.
O.L. Sokolova. Lesson developments in computer science. 10th grade, Moscow, “VAKO”, 2006.
Internet resources
www. edu - "Russian education"Federal portal.
www. school. edu- "Russian general education portal".
www.school-collection.edu.ru Unified collection of digital educational resources
www.it-n.ru"Network of Creative Teachers"
http://fcior.edu.ru Electronic form textbooks
http://methodist.lbz.ru Methodological support for teachers of the BINOM Knowledge Laboratory
The textbook is intended for studying computer science at a basic level in 10 grades of general education institutions. The content of the textbook is based on the computer science course studied in basic school (grades 7-9). The textbook examines the theoretical foundations of computer science: the concept of information, information processes, measurement of information, coding and processing of information in a computer. The principles of structured programming techniques and the Pascal programming language are outlined. The textbook includes a workshop, the structure of which corresponds to the content of the theoretical section of the textbook.
The textbook is included in the teaching and methodological set, which also includes a textbook for grade 11, a teacher's manual, and an electronic application.
Concept of information.
Probably the most difficult question in computer science is “What is information?” There is no clear answer to this. The meaning of this concept depends on the context (content of conversation, text) in which it is used.
In the basic school computer science course, information was considered in different contexts. From a person’s perspective, information is the content of messages; it is a wide variety of information that a person receives from the world around him through his senses. From the totality of information a person receives, his knowledge about the world around him and about himself is formed.
When talking about a computer, we said that a computer is a universal software-controlled machine for working with information. In this context, the meaning of the information is not discussed. Meaning is the meaning that a person attaches to information. The computer works with bits, with binary codes. The computer is not able to delve into their “meaning”. Therefore, it is more correct to call the information circulating in computer devices data. However, in colloquial speech, in the literature they often say that a computer stores, processes, transmits and receives information. Nothing wrong with that. You just need to understand that in the “computer context” the concept of “information” is identified with the concept of “data”.
Table of contents
Introduction
Chapter 1. Information
§1. Information concept
§2. Information provision, languages, coding
§3. Measuring information. Alphabetical approach
§4. Measuring information. Content approach
§5. Representing numbers in a computer
§6. Representing text, images and sound on a computer
Chapter 2. Information processes
§7. Data storage
§8. Transfer of information
§9. Information processing and algorithms
§10. Automatic information processing
§eleven. Information processes in a computer
Chapter 3. Programming information processing
§12. Algorithms and quantities
§13. Algorithm structure
§14. Pascal structured programming language
§15. Pascal language elements and data types
§16. Operations, functions, expressions
§17. Assignment operator, data input and output
§18. Logical quantities, operations, expressions
§19. Branch programming
§20. An example of a step-by-step development of a program for solving a problem
§21. Cycle programming
§22. Nested and Iterative Loops
§23. Auxiliary algorithms and routines
§24. Arrays
§25. Organizing data input and output using files
§26. Typical array processing tasks
§27. Character data type
§28. Character strings
§29. Combined data type
Workshop
Practical work for Chapter 1 “Information”
Practical work for Chapter 2 “Information Processes”
Practical work for Chapter 3 “Programming information processing”
Answers to practical assignments.
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Computer science. Grade 10. A basic level of. Semakin I.G., Henner E.K., Sheina T.Yu.
4th ed. - M.: 2015 - 264 p.
The textbook is intended for studying computer science at a basic level in 10 grades of general education institutions. The content of the textbook is based on the computer science course studied in basic school (grades 7–9). The textbook examines the theoretical foundations of computer science: the concept of information, information processes, measurement of information, coding and processing of information in a computer. The principles of structured programming techniques and the Pascal programming language are outlined. The textbook includes a workshop, the structure of which corresponds to the content of the theoretical section of the textbook. The textbook is included in the educational and methodological set, which also includes a textbook for grade 11 and a teaching manual for teachers. Corresponds to the Federal State Educational Standard of Secondary (Complete) General Education (2012).
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Table of contents
Introduction 5
Chapter 1. Information 11
§ 1. Concept of information 11
§ 2. Providing information, languages, coding 15
§ 3. Measuring information. Alphabetical approach 21
§ 4. Measuring information. Content approach 26
§ 5. Representation of numbers in a computer 34
§ 6. Representation of text, image and sound in a computer 43
Chapter 2. Information processes 53
§ 7. Information storage 53
§ 8. Transfer of information 59
§ 9. Information processing and algorithms 64
§ 10. Automatic information processing 69
§ 11. Information processes in a computer 74
Chapter 3. Programming information processing 86
§ 12. Algorithms and quantities 86
§ 13. Structure of algorithms 92
§ 14. Pascal - structured programming language 99
§ 15. Elements of the Pascal language and data types 105
§ 16. Operations, functions, expressions 110
§ 17. Assignment operator, data input and output 116
§ 18. Logical quantities, operations, expressions 123
§ 19. Branch programming 132
§ 20. An example of the step-by-step development of a program for solving problem 136
§ 21. Programming cycles 142
§ 22. Nested and iterative loops 150
§ 23. Auxiliary algorithms and subroutines 155
§ 24. Arrays 163
§ 25. Organization of data input and output using files 169
§ 26. Typical array processing problems 175
§ 27. Character data type 181
§ 28. Character strings 185
§ 29. Combined data type 190
Workshop 197
Practical work for Chapter 1 “Information” 197
Practical work for Chapter 2 “Information Processes” 215
Practical work for Chapter 3 “Programming information processing” 231
Answers to practical work assignments 263
Studying any school subject can be compared to building a house. Only this house is made not of bricks and concrete slabs, but of knowledge and skills. Construction of a house begins with the foundation.
It is very important that the foundation is strong, because the rest of the structure rests on it. The foundation for the course “Informatics 10-11” is the knowledge and skills that you acquired while studying the computer science course in basic school in grades 7-9. You no longer need to explain what a computer is and how it works; what information a computer can work with; what is a program and computer software; what is information technology. In the basic school computer science course, you got an idea of the form in which information is stored in computer memory, what an algorithm and information model are. You have learned to use a keyboard, mouse, disks, and printer; work in an operating system environment; acquired basic skills in working with text and graphic editors, databases and spreadsheets. You will need all this knowledge and skills when studying the “Informatics 10-11” course. The textbook is included in the educational complex “Informatics and ICT” for grades 10-11 (basic level). Corresponds to the federal component of the state educational standard. The content of the textbook is based on the basic course studied in grades 8-9. Basic concepts: information processes, information systems, information models, information technologies. Are being considered Computer techologies implementation of information processes, work with information systems and models. Attention is paid current problems
social informatics.
The educational complex for grades 10-11 also includes a workshop and a methodological manual.
Probably the most difficult question in computer science is “What is information?” There is no clear answer to this. The meaning of this concept depends on the context (content of conversation, text) in which it is used.
§1 Concept of information IN basic course
Table of contents
Introduction.
computer science and ICT information has been considered in different contexts. From a human perspective, information is the content of messages; it is a wide variety of information that a person receives from the world around him through his senses. From the totality of information a person receives, his knowledge about the world around him and about himself is formed.
Chapter 1. Information.
§ 1. The concept of information.
§ 2. Presentation of information, languages, coding.
§ 3. Measuring information. Volume approach.
§ 4. Measuring information. Content approach.
Chapter 2. Information processes in systems.
§ 5. What is a system.
§ 6. Information processes in natural and artificial systems.
§ 8. Transfer of information.
§ 9. Information processing and algorithms.
§ 10. Automatic information processing.
§ 11. Data search.
§ 12. Information protection.
Chapter 3. Information models.
§ 13. Computer information modeling.
§ 14. Data structures: trees, networks, graphs, tables.
§ 15. Example of a data structure - model subject area.
§ 16. Algorithm as a model of activity.
Chapter 4. Software and hardware systems for implementing information processes.
§ 17. Computer universal technical system information processing.
§ 18. Software computer.
§ 19. Discrete data models on a computer. Representation of numbers.
§ 20. Discrete data models in a computer. Presentation of text, graphics and sound.
§ 21. Development of architecture computing systems.
§ 22. Organization local networks.
§ 23. Organization of global networks.
Chapter 5. Technologies for using and developing information systems.
§ 24. Concept of information system (IS), classification of IS.
§ 25. Computer Text Document as a data structure.
§ 26. The Internet as a global information system.
§ 27. World Wide Web - World Wide Web.
§ 28. Tools for searching data on the Internet.
§ 29. Web site - hyper data structure.
§ thirty. Geographic information systems.
§ 31. Database is the basis of an information system.
§ 32. Design of a multi-table database.
§ 33. Creation of a database.
§ 34. Queries as applications of an information system.
§ 35. Logical conditions for selecting data.
Chapter 6. Information modeling technologies.
§ 36. Modeling dependencies between quantities.
§ 37. Statistical forecasting models.
§ 38. Modeling of correlation dependencies.
§ 39. Optimal planning models.
Chapter 7. Fundamentals of social informatics.
§ 40. Information resources.
§ 41. Information society.
§ 42. Legal regulation in the information sphere.
§ 43. Problem of information security.
Brief biographical information.
Subject index.
Download the e-book for free in a convenient format, watch and read:
Download the book Computer Science and ICT, grades 10-11, Semakin I.G., Henner E.K., 2012 - fileskachat.com, fast and free download.
Download pdf
Below you can buy this book at the best price with a discount with delivery throughout Russia.
