Computer Science and ICT 10 11 Semakin. Requirements for the level of training of graduates. Material and technical support of the educational process
KRASNY SULIN
MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION
SECONDARY SCHOOL No. 2
I approve:
Director of MBOU Secondary School No. 2
L.G. Parkhomenko
Etc. OU No.___from________
Working curriculum
Bycomputer science
Level of general education (grade): secondary general education, 10th grade
Number of hours:_69
Program implementation period:2014-2015 academic year
Teacher's name:Yukin Sergey Viktorovich
Compiled based on:
approximate program of secondary (complete) general education, taking into account the requirements of the federal component of the state standard of secondary (complete) general education using recommendations author's program I. G. Semakina, M.: BINOM. Knowledge Laboratory, 2011.
EXPLANATORY NOTE
The course “Informatics and ICT” is a basic level general education course studied in grades 10-11. The training course is mastered by students after studying the basic course “Informatics and ICT” in primary school (in grades 8-9).
Regulatory acts and educational and methodological documents on the basis of which the work program was developed:
The federal law No. 273-FZ “On education in Russian Federation"(Clause 3, Article 28, Clause 6, Article 28, Clause 9, 10, Article 2);
Federal component of the state standard of general education (hereinafter referred to as FKGSOO), approved by order of the Government of the Russian Federation dated December 29, 2001 No. 1756-r and approved by order of the Ministry of Education of Russia dated March 5, 2004 No. 1089;
Federal State Educational Standard of General Education
Letter of the Ministry of General and Professional Education of the Rostov Region No. 24/4.1.1-4851-m dated 08.08.2014. “On the approximate procedure for approval and the approximate structure of work programs”;
Order of the Ministry of General and Professional Education of the Rostov Region dated April 30, 2014. No. 263 “On approval of a sample curriculum for educational institutions of the Rostov region for 2014-2015 academic year»
Charter of MBOU Secondary School No. 2;
Educational program of the school;
Position about the work program of training courses, subjects, disciplines (modules) implemented by the school;
Approximate program of secondary (complete) general education in computer science and information technology. M.: BINOM. Knowledge Laboratory, 2011.
Working programm is built on the basis of an educational and methodological set, including:
Semakin I. G. Informatics and ICT. Basic level: Textbook for grades 10 – 11 / I.G. Semakin, E.K. Henner. – M.: BINOM. Knowledge Laboratory, 2010.
Digital set educational resources(TsOR)
Place academic subject in the curriculum
In accordance with the school curriculum, 2 hours per week are allocated for the computer science and ICT course in the 10th grade. In connection with the Decree of the Government of the Russian Federation of August 27, 2014 No. 610 “On the transfer of days off in 2015” and in accordance with the school schedule, the computer science and ICT course in grade 10 will be completed in 69 hours.
Implementation period curriculum– 2014-2015 academic year year.
general characteristics academic subject
According to the recommendations of the Ministry, a basic level general education course in computer science is proposed to be studied in classes of industrial-technological, socio-economic profiles and in classes of universal education (i.e., those without a specific profile orientation). In this regard, the course is designed to be understood by students with both a humanitarian and a “natural science” and technological mindset. Let us note some circumstances that influenced the formation of the content of the training course.
The main goal of the course is to form a generation ready to live in a modern information society, saturated with means of storing, processing and transmitting information based on new information technologies. Being able to work with computing and information systems, databases, spreadsheets, and information systems necessary in everyday life, a person acquires a new vision of the world. The training is aimed at students acquiring knowledge about the device personal computer, formation of ideas about the essence of information and information processes, development of algorithmic thinking, familiarization of students with modern information technologies.
Description of value guidelines for the content of the academic subject
Main objectives of the program:
systematize approaches to studying the subject;
to form in students unified system concepts related to the creation, receipt, processing, interpretation and storage of information;
teach how to use the most common application packages;
show basic techniques effective use information technologies;
form logical connections with other subjects included in the course of basic and secondary education.
On educational and practical exercises draws students' attention to compliance with labor safety requirements, fire safety, industrial sanitation and personal hygiene.
The program implements the following important methodological principles:
The principle of the didactic spiral. The list of the main content lines of school computer science is practically invariant to the stage of teaching the subject: in basic or high school. However, the level of their study should be different. In high school it is higher than in primary school. Each section of the textbook should clearly present the additional knowledge that students receive compared to what they studied in basic school.
The principle of systematic, structured material. An important didactic tool that supports this principle is the structure of the system of basic concepts, present at the end of each paragraph (with a few exceptions).
Activity-based approach to learning. Each course topic, whether related to theoretical issues in computer science or ICT, is supported by practical tasks for students to complete on a computer.
Focus on developing information and communication competence(ICC) students. Transition from level computer literacy (basic course) to the ICC level occurs through the complexity of the tasks under consideration, involving students’ personal life experience and knowledge of other school subjects. As a result of studying the course, students should understand that mastering ICT is not an end in itself, but is a process of mastery modern instrument necessary for their life and activities in an information-rich environment.
End-to-end programming line. Learning to program is based on the introductory material on programming in Pascal studied in the 9th grade (Semakin I.G. et al. Computer Science and ICT, textbook for the 9th grade. Chapter 6 “Program control of computer operation”). Programming is present, starting from the 1st chapter, when studying the theoretical foundations of computer science, in the form of examples of programs for solving problems on the topics being studied. At the same time, language tools and techniques for constructing algorithms that are new to students are explained in detail.
Through historical line. An important educational and system-forming factor in the construction of a training course is the presence of a historical line in it. The history of the subject area runs through all sections of the textbooks.
Supporting variability in subject teaching. In some practical work, the distribution of tasks among students is individual. A number of works contain tasks of increased complexity (tasks with asterisks) and tasks with creative content. Mandatory tasks for all are focused on the reproductive level of the student. Using tasks of increased complexity allows you to achieve creative level training.
Contents of the academic subject “Informatics and ICT – 10”
Sections of the curriculum
Presentation of information.
Measuring information.
Introduction to systems theory.
Processes of storing and transmitting information.
Data processing.
Data Search.
Data protection
Computer information modeling and data structures.
An algorithm is a model of activity.
Computer: hardware and software.
Discrete data models in a computer.
Multiprocessor systems and networks.
Introduction. Structure of computer science.
Information.
Information processes in systems
Information models
Software and hardware systems for implementing information processes.
Planned learning outcomes
Topic 1. Introduction. Structure of computer science.
Students should know:
What are the goals and objectives of studying the course in grades 10-11
What parts does the subject area of computer science consist of?
Topic 2.1. Information. Presentation of information
Students should know:
Three philosophical concepts of information
The concept of information in special sciences: neurophysiology, genetics, cybernetics, information theory
What is a language for presenting information; what languages are there?
The concepts of “coding” and “decoding” information
Examples technical systems information coding: Morse code, Baudot telegraph code
The concepts of “encryption” and “decryption”.
Topic 2.2. Measuring information.
Students should know:
The essence of the volumetric (alphabetical) approach to measuring information
Definition of a bit with alphabetical meaning.
Relationship between alphabet size and symbol information weight (in the symbol equiprobability approximation)
Relationship between units of information: bit, byte, KB, MB, GB
The essence of a meaningful (probabilistic) approach to measuring information
Defining a bit in terms of message content
Students should be able to:
Solve problems on measuring information contained in a text from the point of view of the alphabetical approach (in the approximation of equal probability of symbols)
Solve simple problems involving measuring the information contained in a message using meaningful approach(in the equiprobable approximation)
Convert the amount of information into different units
Topic 3.1. Introduction to Systems Theory
Students should know:
Basic concepts of systemology: system, structure, system effect, subsystem
Basic properties of systems: expediency, integrity
What's happened " systems approach» in science and practice
What is the difference between natural and artificial systems?
What types of connections operate in systems
The role of information processes in systems
Composition and structure of management systems
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 3.2. Processes of storing and transmitting information
Students should know:
History of the development of storage media
Modern (digital, computer) types of storage media and their main characteristics
Shannon's K model of information transmission through technical communication channels
Main characteristics of communication channels: transmission speed, throughput
The concept of “noise” and methods of noise protection
Students should be able to:
Compare various digital media based on their technical properties
Calculate the amount of information transmitted over communication channels at a known transmission speed
Topic 3.3. Data processing
Students should know:
Basic types of information processing tasks
The concept of information processing performer
The concept of information processing algorithm
What are “algorithmic machines” in the theory of algorithms
Definition and properties of an algorithm for controlling an algorithmic machine
The structure and command system of the Post algorithmic machine
Students should be able to:
Create algorithms for solving simple problems to control the Post machine
Topic 3.4. Data Search
Students should know:
What is a “data set”, “search key” and “search criterion”
What is a “data structure”; what are the structures
Sequential Search Algorithm
Halves Search Algorithm
What is block search
How to search in a hierarchical data structure
Students should be able to:
Search for data in structured lists, dictionaries, reference books, encyclopedias
Search the computer's hierarchical file structure
Topic 3.5. Data protection
Students should know:
What information requires protection
Types of threats for numerical information
Physical methods information protection
Software information protection
What is cryptography
What's happened digital signature and digital certificate
Students should be able to:
Apply protective measures personal information on PC
Apply simple cryptographic ciphers (in training mode)
Topic 4.1. Information models and data structures
Students should know:
Model Definition
What is an information model
Stages of information modeling on a computer
What is a graph, tree, network
Table structure; main types of tabular models
What is a multi-table data model and how are tables linked in it?
Students should be able to:
Navigate graph models
Build graph models (trees, networks) based on a verbal description of the system
Build tabular models based on a verbal description of the system
Topic 4.2. Algorithm - activity model
Students should know:
Concept of an algorithmic model
Ways to describe algorithms: flowcharts, educational algorithmic language
What is algorithm tracing
Students should be able to:
Build algorithms for managing educational performers
Trace the algorithm for working with quantities by filling out the trace table
Topic 5.1. Computer: Hardware and Software
Students should know:
Personal computer architecture
What is a controller external device PC
Bus purpose
What is the principle of open PC architecture?
Main types of PC memory
What is the motherboard, I/O ports
Purpose additional devices: scanner, multimedia, network hardware and etc.
What is PC Software
PC software structure
Application programs and their purpose
System software; operating system functions
What are programming systems
Students should be able to:
Select the PC configuration depending on its purpose
Connect PC devices
Perform basic BIOS settings
Work in the operating system environment at the user level
Topic 5.2. Discrete data models in a computer
Students should know:
Basic principles of data representation in computer memory
Integer representation
Ranges for representing unsigned and signed integers
Principles of presentation real numbers
Text presentation
Image presentation; color models
What is the difference between raster and vector graphics
Discrete (digital) representation of sound
Students should be able to:
Receive internal representation of integers in computer memory
Calculate size color palette by color bit depth value
Topic 5.3. Multiprocessor systems and networks
Students should know:
The idea of parallelization of calculations
What are multiprocessor computing systems; what options exist for their implementation?
Purpose and topology of local networks
Technical means of local networks (communication channels, servers, workstations)
Basic functions of a network operating system
The history of the emergence and development of global networks
What is the Internet
Internet addressing system (IP addresses, domain system names)
Ways to organize communication on the Internet
Principle packet transmission data and TCP/IP protocol
System for assessing planned results.
Methods of testing knowledge: oral control, written test, practical work, didactic tests.
Oral control As a rule, it consists of students’ answers to the teacher’s questions during lessons, exams, and tests. Oral individual, group, frontal, and combined surveys are used in lessons. The main form of oral questioning is conversation. Various survey techniques are used: cards, games, technical means.
Written control allows you to deeply and effectively test students' knowledge. When conducting a written survey, printed manuals, flashcards, and a programmed survey are used. The main forms of written control are home, classroom, independent and test work.
Practical control methods have the goal of testing students’ practical skills, abilities, and ability to apply knowledge when solving specific problems. They involve conducting experiments, solving problems, drawing up diagrams, maps, drawings, drawing up programs, etc.
Didactic tests arose on the basis of psychological testing and programmed training. The advantages of test control are objectivity. This type of control removes the subjectivity of the expert - teacher, which occurs in other methods. A didactic test is a set of standardized tasks on a specific material that determines the degree to which students have mastered it. When monitoring knowledge at the stage of developing skills and abilities, questions are included in the test different levels difficulties.
First level- recognition questions. It is convenient to represent them as alternative tests, providing answers like “yes - no”, “right - wrong”, or tests with selective answers.
Second level– questions to reproduce or solve a problem. They are presented as tests with a free (constructive) answer or with multiple choice. A constructive response is a string of arbitrary characters. The standard can be specified as the stem of a word or phrase.
Third level– questions on the application of knowledge when solving a non-standard or modified problem. It is better to present them as free-response tests or tests with selective explanations for them.
Fourth level– questions on creative use knowledge, solving problems that cannot be reduced to one specific type.
Monitoring students' knowledge is closely related to assessment. Moreover, this is a necessary element of monitoring students' knowledge. The student’s general mood, his desire to study in the future, and therefore the quality of acquired knowledge depend on the objectivity of the assessment and positive motivation. When assessing knowledge, it is necessary to take into account the main qualitative characteristics of mastery of educational material: students’ actual knowledge and skills, their completeness, strength, ability to apply in practice in different situations, knowledge of terminology and specific methods of notation and recording. The result of the assessment depends on the presence and nature of errors made during an oral response or in written work. Errors include errors, omissions and minor errors.
Error is considered an error if it indicates that the student has not mastered basic knowledge and skills and their application.
TO shortcomings These include errors that indicate insufficient mastery of basic knowledge and skills or a lack of knowledge that, in accordance with the program, is not considered basic. A defect is also considered an error that could be regarded as an error, but was made in some cases and not in other similar cases. Inadequacies include errors due to absent-mindedness or oversight, careless recording.
TO minor errors include errors in oral and writing, which do not distort the meaning of the answer or decision, accidental typos, etc. The question of attributing an error to errors, omissions or minor errors is decided by the teacher in accordance with the requirements for mastering the material at a given stage of training. Errors, for example, include: incorrect use of function words of the algorithmic language; incorrect indication arguments and results; assigning a value of one type to a value of another type; violation of the order of execution of commands when executing an algorithm, etc. Examples of shortcomings: omission or incorrect recording of a function word of the algorithmic language; not all intermediate quantities are described; random computational errors when checking the conditions of compound commands; careless execution of the algorithm record, etc. If the same error (shortcoming) occurs several times, then this is considered as one error (single defect). Cross-outs and corrections should not be considered an error.
The task is considered completed flawless if the content of the answer exactly corresponds to the question, indicates that the student has the necessary theoretical knowledge and practical skills, the final answer is given with the correct solution and careful execution.
The task is considered uncompleted, if the student did not begin to complete it or made an error in it, which is considered an error in accordance with the purpose of the work.
A positive grade (“3”, “4”, “5”) is given when the student has demonstrated mastery of the basic program material. A score of “5” is given if the answer is perfect or if there are 1-2 minor errors, “4” is given if there are 1-2 shortcomings. An unsatisfactory grade (“2”) is given when the student has shown failure to master the basic program material. Assessment for mastering the topic is set based on all current marks. Particular weight is given to grades for the final test or student answers in a test lesson on the entire topic. When assigning a thematic assessment, the teacher may not take into account current grades if, according to the results of the thematic test work or these grades are not confirmed by students (for example, unsatisfactory grades received for gaps in knowledge and skills, which were then eliminated). Annual assessment should reflect the actual level of knowledge of students at the end of the school year.
Calendar and thematic planning
Thematic planning
10th grade (2 hours per week, total 69 hours)
2. Information (8 hours)
3. Information processes in systems (14 hours)
5. Software and hardware systems for implementing information processes (13 hours)
6. Programming in languages high level(Pascal) (12 hours)
7. Repetition (5 hours)
Lesson planning
p/p
Subject
Theory (textbook section)
Activities
View
lesson
date
carrying out
1. Introduction. Structure of computer science (2 hours)
Start control.
Introduction
Working with textbook text
UKZ
3.09
TB rules.
Concept of information.
UINM
5.09
2. Information (8 hours)
2.1. Information. Presentation of information (3 hours, including 2 p/r)
Information representation, languages, coding
Working with textbook text. Problem solving
KU
10.09
P/r No. 1 “Information coding”
Problem book-workshop, volume 1, section 1.2.
USPP
12.09
P/r No. 2 “Creating, editing, formatting a document”
Problem book-workshop, vol. 1 (tasks from section 1)
Performance practical work
USPP
17.09
2.2. Measuring information (5 hours, including 1 p/r)
Measuring information. Volume approach.
Working with textbook text. Problem solving
KU
19.09
Solving problems to find the amount of information
Working with textbook text. Problem solving
KU
24.09
Measuring information. Content approach.
Working with textbook text. Problem solving
UINM
26.09
Solving problems to find the amount of information
Working with textbook text. Problem solving
KU
1.10
P/r No. 3 “Determination of information volume and amount of information in a message”
Problem book-workshop, volume 1, section 1.3-1.4.
USPP
3.10
Information processes in systems (14 hours)
3.1. Introduction to systems theory (3 hours, including 1 lesson)
What is the system?
§5 Workbook, volume 1, section 2.1
Working with textbook text.
UINM
8.10
Information processes in natural and artificial systems
§6 Workbook, volume 1, section 2.1
Working with textbook text. Problem solving
KU
10.10
P/r No. 4 “Building information model systems"
Workbook, section 2.1
Doing practical work
USPP
15.10
3.2. Processes of storing and transmitting information
Data storage
Working with textbook text.
KU
17.10
§10, workbook, section 4.4
Working with textbook text. Problem solving
KU
22.10
Transfer of information
Working with textbook text. Problem solving
KU
24.10
3.3. Data processing
Information processing and algorithms
§9 Workbook, section 4.3
Working with textbook text. Problem solving
KU
5.11,
Automatic processing information
§10
Protection of mini-projects
KU
7.11
P/r No. 5 “Automatic data processing” (tasks 1-4)
Workshop, work 2.2 (tasks 1-4)
Doing practical work
USPP
12.11
P/r No. 6 “Automatic data processing” (tasks 5-9)
Workshop, work 2.2 (tasks 5-9)
Doing practical work
USPP
14.11
3.4. Data search (2 hours, including 1 p/r)
Data Search
§eleven
Working with textbook text. Problem solving
UINM
19.11
P/r No. 7 “Search and replace data in a document”
Workbook, section 5.1.5
Doing practical work
USPP
21.11
3.5. Information protection (2 hours, including 1 p/r)
Data protection
§12
Working with textbook text. Problem solving
UINM
26.11
P/r No. 8 “Information protection using anti-virus programs”
§12
Doing practical work
USPP
28.11
Information models (15 hours)
4.1. Information models and data structures (8 hours, including 2 p/r)
Computer information modeling
§13
Working with textbook text.
UINM
3.12
Data structures: trees, networks, graphs
§14
Working with textbook text.
KU
5.12
P/r No. 9 “Construction of an information model in the form of a graph”
Workshop, work 2.4
Doing practical work
USPP
10.12
Data structures: tables
§14
Working with textbook text, TsOR.
KU
12.12
P/r No. 10 “Construction of tabular information models”
Workshop, work 2.5
Doing practical work
USPP
17.12
Example of a data structure - domain model
§15
Working with textbook text.
KU
19.12
Integrated lesson “Study of the information model of the Periodic Table of Chemical Elements”
§13 - §15
Working with COR. Doing practical work
KU
24.12
Test for the 1st half of the year
§1 - §15
Carrying out the test
UKZ
26.12
4.2. Algorithm – model of activity (7 hours, including 2 p/r)
33, 34
Algorithm as an activity model
§16 Workbook, section 4.3
Working with textbook text. Problem solving
UINM
14.01
16.01
P/r No. 11 “Building an algorithm”
Workbook, section 4.2.3
Doing practical work
USPP
21.01
Managing algorithmic executors
Workbook, section 4.2.3, 4.2.4
Introduction to the topic. Problem solving. Completing creative tasks.
23.01
P/r No. 12 “Management of graphic artist”
Workshop, work 2.6
Doing practical work
USPP
28.01
38, 39
Algorithms for working with quantities
Workbook, section 4.3
30.01, 04.02
Software and hardware systems for implementing information processes (13 hours)
5.1. Computer: Hardware and Software
Computer is a universal technical information processing system
§17
Working with textbook text.
KU
06.02
P/r No. 13 “Selecting a computer configuration”
Workshop, work 2.7
Doing practical work
USPP
11.02
Software computer
§18
Working with textbook text.
KU
13.02
P/r No. 14 " BIOS setup »
Workshop, work 2.8
Doing practical work
USPP
18.02
5.2. Discrete data models in a computer
Discrete data models in a computer. Number representation
§19 Workbook, section 3.1..4
Working with textbook text. Problem solving
UINM
20.02
P/r No. 15 “Representation of numbers”
Workshop, work 2.9
Doing practical work
USPP
25.02
Discrete data models in a computer. Presentation of text, graphics, sound
§20 Workbook, section 3.1.5
Working with textbook text. Problem solving
KU
27.02
P/r No. 16 “Presentation of texts. Text compression"
Workshop, work 2.10
Doing practical work
USPP
04.03
P/r No. 17 “Presentation of image and sound”
Workshop, work 2.11
Doing practical work
USPP
06.03
5.3. Multiprocessor systems and networks
Development of architecture computing systems
§21 Workbook, section 3.2
Working with textbook text. Problem solving
UINM
11.03
Organization of local and global networks
§22, §23
Working with textbook text.
KU
13.03
Research work on the topics “Algorithms and software and hardware systems for implementing information processes”
§§16-23
Performing test work
UKZ
18.03
P/r No. 18 “Preparing a presentation on the topic “Computer networks””
Workshop, work 2.12
Doing practical work
USPP
20.03
Programming in high level languages (Pascal)(12 hours)
Introduction to the topic. Problem solving.
KU
1.04
Programming linear algorithms.
Workbook, section 4.4.1
Introduction to the topic. Problem solving.
KU
3.04
Introduction to the topic. Problem solving.
KU
8.04
Programming branching algorithms
Workshop book, section 4.4.2
Introduction to the topic. Problem solving.
KU
10.04
Introduction to the topic. Problem solving.
KU
15.04
Programming cyclic algorithms
Workbook, section 4.4.3
Introduction to the topic. Problem solving.
KU
17.04
Working with Arrays
Introduction to the topic. Problem solving.
KU
22.04
Working with Arrays
Workbook, section 4.4.4
Introduction to the topic. Problem solving.
KU
24.04
Subroutines
Introduction to the topic. Problem solving.
KU
29.04
Subroutines
Workshop book, section 4.4.5
Introduction to the topic. Problem solving.
KU
6.05
String Processing
Introduction to the topic. Problem solving.
KU
8.05
String Processing
Workbook, section 4.4.6
Introduction to the topic. Problem solving.
KU
13.05
Repetition (5 hours)
Repetition and generalization of knowledge for the 10th grade course
Repetition and generalization of knowledge for the 10th grade course. Problem solving.
UP
15.05
UKZ
20.05
Repetition
UP
22.05
Repetition
KU
27.05
Reserve
29.05
UP – lesson repetition;
UKZ - knowledge control lesson;
UINM - lesson in learning new material;
Ultrasound is a lesson in consolidating what has been learned;
UPPL - a lesson in the practical application of knowledge;
KU – combined lesson.
Material and technical support of the educational process
Semakin I.G., Henner E.K. Computer Science and ICT. Basic level: textbook for grades 10 - 11. – M.: BINOM. Knowledge Laboratory, 2010.
Computer Science and ICT. Problem book-workshop: in 2 volumes. T.1/ L.A. Zalogova and others; edited by I.G. Semakina, E.K. Henner. - M.: BINOM. Knowledge Laboratory, 2011.
3. Electronic means educational purpose "Computational mathematics and programming"
Resources of the Unified Collection of Digital Educational Resources ( )
operating room Windows system XP, Windows 7
Office application suite MS Office 2007, MS Office 2010
Interactive whiteboard Activ Board, computer class, printer, graphics tablets.
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).
Format: pdf
Size: 47.4 MB
Watch, download: google.drive
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 - 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 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. Building 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; 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.
Computer Science and ICT. A basic level of. Textbook for grades 10-11. Semakin I.G., Henner E.K.
8th ed. - M.: 2012. - 246With. 5th ed. - M.: 2009. - 246With.
The textbook is intended for study profile course computer science and ICT in grades 10–11 of general education institutions at a basic level. The content of the textbook is based on the computer science 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.
Format: pdf(2012 , 246 pp.)
Size: 7.2 MB
Watch, download: docs.google.com
Format: pdf (2009 , 246 pp.)
Size: 16.8 MB
Watch, download: docs.google.com ;
Table of contents
Introduction 5
Chapter 1. Information 9
§ 1. Concept of information 9
§ 2. Information representation, languages, coding 13
§ 3. Measuring information. Volume approach 17
§ 4. Measuring information. Content approach 21
Chapter 2. Information processes in systems 25
§ 5. What is system 25
§ 6. Information processes in natural and artificial systems 32
§ 7. Information storage 38
§ 8. Transfer of information 42
§ 9. Information processing and algorithms 46
§ 10. Automatic information processing 50
§eleven. Data Search 54
§ 12. Information protection 60
Chapter 3. Information models 67
§ 13. Computer information modeling 67
§ 14. Data structures: trees, networks, graphs, tables 70
§ 15. An example of a data structure - a domain model 80
§ 16. Algorithm as a model of activity 84
Chapter 4. Software and hardware systems for implementing information processes 91
§ 17. Computer - a universal technical information processing system.91
§ 18. Computer software 97
§ 19. Discrete data models in a computer. Number representation 104
§ 20. Discrete data models in a computer. Presentation of text, graphics and sound 112
§ 21. Development of computer systems architecture 119
§ 22.0 organization of local networks 123
§ 23. Organization of global networks 129
Chapter 5. Technologies for using and developing information systems... 137
§ 24. Concept of information system (IS), classification of IS. 137
§ 25. Computer Text Document as data structure 142
§ 26. Internet as a global Information system 149
§ 27. World Wide Web - The World Wide Web 154
§ 28. Internet data search tools 157
§ 29. Website-data hyperstructure 160
§ 30. Geographic information systems 163
§ 31. Database - the basis of the information system 169
§ 32. Designing a multi-table database 173
§ 33. Creation of a database 178
§ 34.3 queries as applications of the information system 184
§ 35. Logical conditions data selection 187
Chapter 6. Information modeling technologies 192
§ 36. Modeling dependencies between magnitudes 192
§ 37. Statistical forecasting models 196
§ 38. Modeling of correlation dependencies 203
§ 39. Optimal planning models 207
Chapter 7. Fundamentals of social informatics 213
§ 40. Information resources 213
§ 41. Information society 218
§ 42. Legal regulation V information sphere 229
§ 43. Problem of information security. 231
Brief biographical information 234
Subject index 243
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 work assignments.
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TEACHER'S WORK PROGRAM
Bycomputer science and ICT, grades 10-11
Subject, class, etc.
Considered at the meeting
pedagogical council
protocol No. ____
dated "___"___________2015
20 15 - 20 16 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).
This training course
The work program is based on:
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.”
2. Sample programs of basic general education or secondary (complete) general education (2006).
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 of the 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]: grades 10–11. A basic level of. Toolkit for the teacher / 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 areas of individual activity.
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 the development of the 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 foundations of 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; technologies for processing numerical information using spreadsheets; multimedia technologies).
Computer communications line ( information resources of 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 technologies”.
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 “Setting up the BIOS.” For execution practical tasks for programming, any version of a freely distributed programming system in Pascal (ABC-Pascal, Free Pascal, etc.) can be used.
Practical work to be performed in 11th grade with the Internet is focused on the use of a client program Email and Microsoft browser. 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 a 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 of a test, testing, or performing test practical work.
Final control is carried out upon completion of the 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 written speech that 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. To demand from students definitions that are not included in the school computer science course means to incur problems associated with a violation of the student’s rights (“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 for 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; observe the correct organization of 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, obtain the necessary information upon user 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 to:
Effective use of educational information resources in educational activities, including self-education;
Orientations in information space, working 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 the size of the color palette based on the color bit depth;
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 is a structured programming language. 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 auxiliary algorithm and subroutines;
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. Symbolic and combined type data. 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 is a 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 of an information system.Logical conditions for selecting data.
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 indexes.
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 of given types;
carry out forecasting (value recovery and extrapolation) using a regression model.
Topic 13. Modeling correlations.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. Information 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 in the information sphere.Ethical and legal norms of human information activity.
Students should know:
Students should be able to:
Topic 18. Information security problem.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 voicing the entire class
Local computing network
interactive board
Computer
Projector
4. Software
1. Windows XP operating system
2. Anti-virus 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 of textbooks
http://methodist.lbz.ru Methodological support for teachers of the BINOM Knowledge Laboratory
