Unit 4: Software Programming and Development Page 1 Lesson 11 Introduction to Programming Languages Lesson 11, Introduction to Programming Languages, is the second lesson in Software Programming and Development, the fourth unit within the AOIT Principles of Information Technology course. Lesson 11 introduces students to programming languages and to programming, including an introductory, hands-on programming exercise using Visual Basic. This lesson will likely require two of the six class sessions planned for this unit. Getting Started This section includes: Objectives Prerequisites Major Topics Standards Key Concepts Key Vocabulary Key Skills Habits of Mind Objectives Identify major categories of programming languages, examples, and how they are used Create a simple program using Visual Basic Prerequisites Students need to understand the basic principles of programming from the previous
Unit 4: Software Programming and Development Page 2 lesson. Major Topics What are the categories, uses, and examples of programming languages? Standards Understand the range of languages used in software development (States Career Clusters: F10.2.2) Key Concepts Programming languages Key Vocabulary Artificial intelligence (AI) Assembly language High-level language Low-level language Machine language Non-procedural language Object-oriented programming (OOP) Procedure-oriented programming Syntax Syntax error Key Skills Acquires and uses information Learns concepts and skills contextually Habits of Mind Thinking flexibly Gathering data through all senses
Unit 4: Software Programming and Development Page 3 Materials and Resources This section includes: Teacher Resources Student Resources Supplies Additional Resources Teacher Resources Teacher Resource 11.1, "Answer Key: Comparing Programming Languages. Teacher Resource 11.2, Bibliography: Unit 4, Lesson 11 Teacher Resource 11.3, Guide: Anticipating Programming Languages Student Resources Student Resource 11.1, Reading: Overview of Programming Languages Student Resource 11.2, "Vocabulary: Unit 4, Lesson 11 Student Resource 11.3, Worksheet: Comparing Programming Languages. Supplies Whiteboard, chalkboard, or flip chart Additional Resources Computers with Internet access and Visual Basic Computer printer
Unit 4: Software Programming and Development Page 4 Assessment This section lists the student assessment products for this lesson and the criteria by which they should be assessed. ASSESSMENT PRODUCT ASSESSMENT CRITERIA Student Resource 11.3, "Worksheet: Comparing Programming Languages Teacher Resource 11.1, "Answer Key: Comparing Programming Languages Programming results Expected end-results provided in tutorials Lesson Steps STEP MIN. ACTIVITY CLASS PERIOD 1 1 30 Introduction: Exploring Programming Languages Introduce students to programming languages. To prepare for this activity, make of Student Resource 11.1, Reading: Overview of Programming Languages. You will also need teacher copies of Teacher Resource 11.1, Answer Key: Comparing Programming Languages and Teacher Resource 11.3 Guide: Anticipating Programming Languages. To begin the activity: Ask students to answer the questions as you read aloud from Teacher Resource 11.3. Next, distribute copies of Student Resource 11.1. Ask students to read Student Resource 11.1 and evaluate their assumptions. Round out the activity by asking the following questions: What s the primary difference between low-level and high-level languages? Why were high-level languages developed, and what positive or negative impacts have they had on society? What criteria should be used when choosing a language? 2 25 Activity: Comparing Programming Languages Ask students to use the Internet to compare programming languages. To prepare for this activity, you will need computers with Internet access and copies of Student Resource 11.3, Worksheet: Comparing Programming Languages sufficient for the entire class.
Unit 4: Software Programming and Development Page 5 STEP MIN. ACTIVITY To begin the activity: Distribute Student Resource 11.3. Ask students either individually or in groups to research online the different programming languages on Student Resource 11.3. If time is an issue, assign six of the languages on the worksheet to one half of the class and assign the other six languages to the other half of the class. You may also consider using a jigsaw approach to collect and share information on the various languages. Remind students to answer the Questions for Discussion at the bottom of Student Resource 11.3 in their notes as they do their research. This activity can be extended into a homework assignment. Use Teacher Resource 11.1, Answer Key: Comparing Programming Languages to assess the students worksheets. CLASS PERIOD 2 3 55 Group Activity: Experiencing Programming Languages Consolidate student knowledge through a hands-on activity. To prepare for this class, choose a Visual Basic programming tutorial that your students will work with. Some samples can be found at: http://www.cespage.com/vb/tutorials.html http://www.homeandlearn.co.uk/net/vbnet.html Microsoft provides a tutorial online and on CD for convenience: http://msdn.microsoft.com/vstudio/express/vb/ To begin the activity: Organize students into pairs. Ask one student to display the tutorial on their screen for easy reference while the other student has Visual Basic running on his/her computer. Assess students by comparing their programming results to the desired end result provided in the tutorials.
Unit 4: Software Programming and Development Page 6 Enrichment Extensions Artificial intelligence (AI), the branch of computer science that studies how to make computers behave more like human beings, offers multiple opportunities to extend this unit s content. Following are some potential AI programming topics for students to research and then write an essay about the technology: Expert systems programming computers to make decisions in real-life situations Natural languages programming computers to understand human languages Robotics programming computers to see, hear, and react to sensory stimuli LISP and Prolog programming languages used almost exclusively for AI applications Students can also be asked to debate the following two positions: Humans can, or will at some point in time, program machines with the same intelligence, consciousness, and thinking abilities that people possess. Computers will never truly have the same intelligence, consciousness, and thinking abilities as people do. Other AI-related questions for discussion or debate include the following: Are people too willing to accept the expertise of computers without questioning output results? By allowing computers to take over certain mental functions, are we creating too much reliance on computers? If computers ever become judged to be human and capable of thinking, would it be unethical to unplug or destroy any of them?