Good to have you back!
If you've signed in to StudyBlue with Facebook in the past, please do that again.
University of Phoenix
Web Design 210
Web Design 210
University of Phoenix
† The material on this site is created by StudyBlue users. StudyBlue is not affiliated with, sponsored by or endorsed by the academic institution or instructor.
Get started today
IT/210 Syllabus PAGE \* MERGEFORMAT 6 Syllabus Axia College/College of Information Systems & Technology IT/210 Version 5 Fundamentals of Programming with Algorithms and Logic Copyright © 2011, 2009, 2008, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course provides students with a basic understanding of programming practices. Concepts covered include flowcharting, pseudocode methodologies, and an understanding of programming practices. Students will learn how these concepts, when properly applied, improve program design. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University HYPERLINK "https://ecampus.phoenix.edu/secure/aapd/policies/" policies : You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Venit, S., & Drake, E. (2011). Prelude to programming: Concepts and design (5th ed.). Boston, MA: Addison-Wesley. All electronic materials are available on the student website. *** All appendixes for this class are located in the Course Materials Forum; do not use the appendixes in the Materials section of the classroom. *** Week One: Introduction to Software Development Details Due Points Objectives Describe the importance of using a structured, modular approach when creating program requirements, design, and code. Identify how a computer processes and stores data. Course Preparation Read the course description and objectives. Read the instructor?s biography and post your own. Readings Read Appendix A in the Course Materials forum. Read Ch. 2, 3, & 7 of Prelude to Programming: Concepts and Design Participation Participate in class discussion. 02/05/2012 40 CheckPoint Input Data and Output Process Read the following scenario: You want to build a program that will keep track of your CD and DVD collection at home. Review the example in Appendix B in the Course Materials forum. Use the table in Appendix C in the Course Materials forum to complete this CheckPoint: Identify at least three processes (capabilities) that are needed in order to keep track of your collection. Identify the input data required for each of the processes. Identify a logical name for each data output item and type of data output (real number, integer, or text). Post the table as an attachment. 02/03/2012 20 Week Two: Software Application Development Details Due Points Objectives Identify the purposes and definitions of software development concepts. Use pseudocode to design a program to solve a computational problem. Identify the application-level requirements of a conversion project. CheckPoint Software Development Activities and Purposes Match the software development activity or concept with the description or purpose of the activity using the table in Appendix D in the Course Materials forum. Post the table as an attachment. 02/08/2012 10 CheckPoint Chapter 2 Programming Problem Review the example in Appendix E in the Course Materials forum as well as the additional examples on pp. 80 and 83. Design a program using the example in appendix E in the Course Materials forum as a guide to calculate the tip amount on a given bill. The program will receive the following input from the user: Bill Amount and Tip Percent (entered as an integer). The program will return the following to the user: Tip Amount and Total Cost (Bill Amount + Tip Amount). In your design you will need to do the following: 1. Receive the input from the user 2. Calculate the tip amount 3. Calculate total cost 4. Display the results Example calculation: Bill Amount: $56.23 Tip Percent: 18% Tip Amount: 56.23 * (18/100) = 10.12 Total Cost: 56.23 + 10.12 = 66.35 Design a program with pseudocode that solves this problem. Post the assignment as an attachment. 02/10/2012 30 Individual Application-Level Requirements Complete the following assignment using Appendix F (details of the assignment are found in Appendix A in the Course Materials forum): List the application-level requirements for the Currency Conversion project. Use a structured programming approach to generate an Input-Process-Output chart for the application. Generate the hierarchy chart for the application. Post the table as an attachment. 02/12/2012 80 Week Three: Structured Programming, Part I Details Due Points Objectives Demonstrate the sequential processing control structure. Demonstrate the selection processing control structure. Readings Read Ch. 4 of Prelude to Programming: Concepts and Design Participation Participate in class discussion. 02/19/2012 40 CheckPoint Sequential and Selection Processing Control Structure Read the following scenario: You work for a county court and need to design a program to calculate the total on a speeding tick. Each line of the table in Appendix G in the Course Materials forum indicates a MPH over the speed limit range and corresponding calculations for the fine and court costs for the range. Given a MPH over the speed limit, the fine is calculated by adding the base fine for the MPH over the speed limit range to the over the limit multiplier, the court costs are determined by court cost multiplier, and the total fine is the sum of the fine and the court costs. ? Please see Appendix G in the Course Materials forum for more details. You must use the Selection Control structure to determine the calculation at the different MPH over the speed limit. Design a program with pseudocode that solves this problem. Perform a design walkthrough to verify your design. Post the assignment as an attachment. Your solution should look like the example provided in Appendix E in the Course Materials forum; it must include the program analysis (process, input, and output) and the pseudocode. 02/17/2012 30 Week Four: Structured Programming, Part II Details Due Points Objectives Demonstrate the iteration control structure. Design complex program algorithms using the three basic control structures. Reading Read Ch. 5 of Prelude to Programming: Concepts and Design. CheckPoint Repetition Control Structure Read the following scenario: In one of the week 3 discussion questions we discussed the algorithm that would be required to make a peanut butter sandwich. In this CheckPoint you will need to take that one step further and create a program design to make a peanut butter sandwiches. In Appendix H in the Course Materials forum you will find a partial program design; you need to complete it by adding the pseudocode in the required areas. You need to add one repetition (loop) control structure and one decision control to complete the program design. The user will decide how many sandwiches are made; this is where the loop will be used. The user will decide if the sandwich includes jelly, and, if it does, what flavor of jelly; to keep it simple we are only allowing grape or strawberry jelly. Design a program with pseudocode that solves this problem. Post the assignment as an attachment. Your solution should look like the example provided in Appendix E in the Course Materials forum; it must include the program analysis (process, input, and output) and the pseudocode. 02/24/2012 30 Individual Currency Conversion Design Complete the flowcharts and pseudocode in Appendix I in the Course Materials forum based on the Currency Conversion requirements and Input-Process-Output table you generated in Week Two. Develop the program design. Post the assignment as an attachment. 02/26/2012 90 Week Five: Complex Data Structures Details Due Points Objectives Explain the need for composite complex data structures. Generate the program design and pseudocode for a simple array. Readings Read Ch. 6 & 8 of Prelude to Programming: Concepts and Design Participation Participate in class discussion. 03/04/2012 40 CheckPoint Simple Array Process Complete Problem 4 on p. 350 in Ch. 6 of Prelude to Programming: Concepts and Design. You are required to generate only the pseudocode; no flow-charts are required. Post the assignment as an attachment. Please make sure you review the example solution provided in Appendix K in the Course Materials forum. 03/02/2012 30 Week Six: Topic Verification and Validation Details Due Points Objectives Recognize how requirements and desk review design are used to verify algorithms. Create test data to validate that algorithms handle user input data correctly. CheckPoint Algorithm Verification Answer the following questions about the information in Appendix J in the Course Materials forum: What will be printed if the input is 20? What will be printed if the input is 100? What will be printed if the input is 73? What will be printed if the user enters ?score?? Is this design robust? If so, explain why. If not, explain what you can do to make it robust. How many levels of nesting are there in this design? Provide a set of values that will test the normal operation of this program segment. Defend your choices. Provide a set of test values that test the abnormal operation of this program segment. Post the assignment as an attachment. 03/09/2012 20 Individual Currency Conversion Test Procedure Generate a set of test inputs and expected results for the Currency Conversion program. Make sure you have test case for each module in your design. Test positive results as well as negative results (errors). You should include overall test cases; these test cases test the process from start to finish. Post the test procedure as an attachment. 03/11/2012 80 Week Seven: File and Database Processing Details Due Points Objectives Determine when a sequential file is more useful than a database. Differentiate between a flat file and a relational database. Design a suitable program to solve given programming problems using the top-down modular approach and pseudocode. Participation Participate in class discussion. 03/18/2012 40 CheckPoint Chapter 8 Programming Problems Complete parts a and b of Programming Problems 1 on p. 444 in Ch. 8 of Prelude to Programming: Concepts and Design. Provide the analysis and pseudocode only (no flow-charts are required). This needs to be done as 2 separate problems; do not consolidate into one solution. Post the assignment as an attachment. Your solutions should look like the example provided in Appendix E in the Course Materials forum; it must include the program analysis (process, input, and output) and the pseudocode. 03/16/2012 30 Week Eight: Topic Object-Oriented Design and Programming Details Due Points Objectives Identify both the top-level objects and the GUI interfaces of an electronic product. Describe object-oriented, event-driven programming. Describe a simple, object-oriented program. Recognize the difference between object-oriented and structured program design. Reading Read Ch. 9 of Prelude to Programming: Concepts and Design. CheckPoint Interfaces and Communication Messages Understanding object-oriented methodologies is often difficult. You already understand that object-oriented analysis and design emulates the way human beings tend to think and conceptualize problems in the everyday world. With a little practice, object-oriented programming will become second nature to you. As an example, consider a typical house in which there are several bedrooms, a kitchen, and a laundry room?each with a distinct function. You sleep in the bedroom, you wash clothes in the laundry room, and you cook in the kitchen. Each room encapsulates all the items needed to complete the necessary tasks. You do not have an oven in the laundry room or a washing machine in the kitchen. However, when you do the laundry, you do not just add clothes to the washer and wait in the laundry room; once the machine has started, you may go into the kitchen and start cooking dinner. But how do you know when to go back to check the laundry? When the washer buzzer sounds, a message is sent to alert you to go back into the laundry room to put in a new load. While you are folding clothes in the laundry room, the oven timer may ring to inform you that the meat loaf is done. What you have is a set of well-defined components: Each provides a single service to communicate with the other components using simple messages when something needs to be done. If you consider a kitchen, you see it is also composed of several, smaller components, including the oven, refrigerator, and microwave. Top-level objects are composed of smaller components that do the actual work. This perspective is a very natural way of looking at our world, and one with which we are all familiar. We do the same thing in object-oriented programming: Identify components that perform a distinct service Encapsulate all the items in the component necessary to get the job done Identify the messages that need to be provided to the other components Although the details can be quite complex, these details are the basic principles of object-oriented programming. Consider the microwave oven in your kitchen, using the object-oriented thinking described above. Create a table with the following four columns and use the following headings: Top-Level Objects, Communicates With, Incoming Messages, and Outgoing Messages. Create rows in the table to fill in the columns for each of the Top-Level Objects found on a microwave. Also in the table explain some of the graphical user interfaces (GUIs) and communications messages that occur during the operation of a microwave. Describe some of the advantages of having a componentized system. For example, what happens if the microwave breaks? Post your completed CheckPoint as an attachment. 03/21/2012 20 CheckPoint Object-Oriented Data and Processes Identify a task you perform regularly, such as cooking, mowing the lawn, or driving a car. Write a short, structured design (pseudocode only) that accomplishes this task. Think about this task in an object-oriented way, and identify the objects involved in the task. Identify how you can encapsulate the data and processes you identified into an object-oriented design. Describe the architectural differences between the object-oriented and structured designs. Which of the designs makes more sense to you? Why? Post the assignment as an attachment. 03/23/2012 40 Individual Object-Oriented Design Generate an object-oriented design for a system that keeps tracks of your CD and DVD collection. Identify each of the classes, associated data, and operations for the classes. Generate the pseudocode for each of the classes as demonstrated on p. 251. Post the assignment as an attachment. 03/25/2012 90 Week Nine: Requirement Specifications, Design Specifications, and Processing Models Details Due Points Objectives Create requirement specifications, design specifications, and processing models?including input/out tables, data flow models, and procedural processing. Participation Participate in class discussion. 04/01/2012 40 Final Project Currency Conversion Consolidate into one document all the sections of the Currency Conversion assignments: requirements (week 2); design, flowcharts and pseudocode (week 4); and testing (week 6). Incorporate any changes recommended by the instructor. Post the assignment as an attachment. 04/01/2012 200 Copyright University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices.
Want to see the other 11 page(s) in IT210_Syllabus.doc?
JOIN TODAY FOR FREE!
Words From the Students
"The semester I found StudyBlue, I went from a 2.8 to a 3.8, and graduated with honors!"
Colorado School of Mines
Get started today
Show & Tell
StudyBlue is not sponsored or endorsed by any college, university, or instructor.
© 2014 StudyBlue Inc. All rights reserved.