Pre release material computer science 2018 –test 2 2210/22 solutions

Pre release material computer science 2018 –test 2

2210/22 solutions 

#include

#include

using namespace std;

int main()

{

int serial=100,digit,digit2,digit3,notfound,checkdigit,uid[20],tage,age[20],noofrun[20],participant,recuid[20],starthour,startmin,startsec,finishhour,finishmin,finishsec,durationinsec,fast1,fast2,fast3,startinsec,finishinsec;

float pbtime[20],durationinmin[20];

std::string  name[20],recname1,recname2,recname3,recordfound,tname;

for (int registe=1;registe<=2;registe++)

{ digit=serial/100;

digit2=(serial/10)-(digit*10);

digit3=(serial%10);

checkdigit=10-((digit*4)+(digit2*3)+(digit3*2))%10;

uid[registe]=(serial*10)+checkdigit;

cout<<"Your register ID is "<

cout<<"\nEnter your age: ";

cin>>age[registe];

while(age[registe]<4 age="" registe="">14)

{

             cout<<"\n Eligible age between 4 to 14, enter again: ";

            cin>>age[registe];

        }

cout<<"\nEnter your name: ";

cin>>name[registe];

pbtime[registe]=100.00;

noofrun[registe]=0; recuid[registe]=0;

serial=serial+1;

}

 string alreadyparticipated="no";

int notregistered;

do{           cout<<"enter participant uid";

                cin>>participant;

                notregistered=0;

                notfound=0;

for (int idcheck=0;idcheck<20 font="" idcheck="">

   if (participant==uid[idcheck]){

    cout<<"\nYou already registered";   

    tname=name[idcheck];    

    tage=age[idcheck];

    alreadyparticipated="check"; } else{notregistered=notregistered+1;      } }

if (alreadyparticipated=="check")    {

                for (int idcheck1=0;idcheck1

                                    if (recuid[idcheck1]==participant)  {

                                    cout<<"\nYou already participate, next ";

                                    alreadyparticipated="yes"; }

                                    else{notfound=notfound+1;} } }

                    if (notfound==record)

                    { cout<<"\nYou are allowed to participate";

alreadyparticipated="no"; }

                    if (notregistered==20)

                    { cout<<"\nYou are not registered";

                                    alreadyparticipated="yes"; }

}while(alreadyparticipated=="yes"  );

recuid[record]=participant;

cout<<"Enter starttime and finishtime in HH MM SS ";

cin>>starthour>>startmin>>startsec;

                        while (starthour<0 starthour="">23 || startmin<0 startmin="">59 || startsec<0 startsec="">59)

                        {   cout<<"\n You have entered incorrect time, Enter again: ";

                            cin>>starthour>>startmin>>startsec;                        }

     cin>>finishhour>>finishmin>>finishsec;

while (finishhour<0 finishhour="">23 || finishmin<0 finishmin="">59 || finishsec<0 finishsec="">59)

                        {   cout<<"\n You have entered incorrect finish time, Enter again: ";

                            cin>>finishhour>>finishmin>>finishsec;             }

recordfound="yes";

idcheck=20;}

else{cout<<"You have already participated";}

}else { recordfound="no";}     }

}while (recordfound=="no");

cout<<"Enter starttime and finishtime in HH MM SS ";

cin>>starthour>>startmin>>startsec;

cin>>finishhour>>finishmin>>finishsec;

startinsec=(starthour*3600)+(startmin*60)+startsec;

finishinsec=(finishhour*3600)+(finishmin*60)+finishsec;

durationinsec=finishinsec-startinsec;

durationinmin[record]=int (durationinsec/60)+(float)(durationinsec%60)/100;

noofrun[record]=noofrun[record]+1;

if (durationinmin[record]

pbtime[record]=durationinmin[record];

if(noofrun[record]==11){ cout<<"You are awarded half wristband"<

if (noofrun[record]==22){ cout<<"You Have been awarded full wristband"<

if (tage >=4 && tage<=6){

if (durationinmin[record]

{fast1=durationinmin[record]; recname1=tname;}}

if (tage >=7 && tage<=10){

if (durationinmin[record]

fast2=durationinmin[record];

recname2=tname;}}

if (tage >=11 && tage<=14){

if (durationinmin[record]

fast3=durationinmin[record];

recname3=tname;}}}

     cout<<"\nThe fastest of 4 to 6 is "<

            cout<<"\nThe fastest of 7 to 10 is "<

            cout<<"\nThe fastest of 11 to 14 is "<

}

Pre release material computer science 2018 solutions 2210

Watch in youtube


#include
#include
using namespace std;
int main()
{
    int serial=100,digit,digit2,digit3,checkdigit,uid[20],age[20],noofrun[20],participant,recuid[20],starthour,startmin,startsec,finishhour,finishmin,finishsec,durationinsec,fast1,fast2,fast3,startinsec,finishinsec;
    float pbtime[20],durationinmin[20];
    std::string  name[20],recname1,recname2,recname3,recordfound;

    for (int registe=1;registe<=2;registe++)
    {
        digit=serial/100;
        digit2=(serial/10)-(digit*10);
        digit3=(serial%10);
        checkdigit=10-((digit*4)+(digit2*3)+(digit3*2))%10;
        uid[registe]=(serial*10)+checkdigit;
        cout<<"Your register ID is "<        cout<<"\nEnter your age: ";
        cin>>age[registe];
        do {
        if(age[registe]<4 age="" registe="">14)
        {
            cout<<"\n Eligible age between 4 to 14, enter again: ";
            cin>>age[registe];
        }
    }while(age[registe]<4 age="" registe="">14);
    cout<<"\nEnter your name: ";
    cin>>name[registe];
    pbtime[registe]=100.00;
    noofrun[registe]=0;
    serial=serial+1;
        }
        for (int record=1;record<=20;record++)
        {
            do{
                    cout<<"enter participant uid";
                       cin>>participant;
                for (int idcheck=1;idcheck<=20;idcheck++)
                {
                    if (participant==uid[idcheck])
                    {
                        cout<<"You already registered";
                        if (recuid[record]!=participant)
                        {
                            recuid[record]=participant;
                            recordfound="yes";
                            idcheck=20;
                        }
                            else{cout<<"You have already participated";

                        }    }else { recordfound="no";}}
                        }while (recordfound=="no");
                            cout<<"Enter starttime and finishtime in HH MM SS ";
                            cin>>starthour>>startmin>>startsec;
                        while (starthour<0 starthour="">23 || startmin<0 startmin="">59 || startsec<0 startsec="">59)
                        {
                            cout<<"\n You have entered incorrect time, Enter again: ";
                            cin>>starthour>>startmin>>startsec;
                        }
                            cin>>finishhour>>finishmin>>finishsec;
                            while (finishhour<0 finishhour="">23 || finishmin<0 finishmin="">59 || finishinsec<0 finishinsec="">59)
                        {
                            cout<<"\n You have entered incorrect time, Enter again: ";
                            cin>>finishhour>>finishmin>>finishsec;
                        }
                            startinsec=(starthour*3600)+(startmin*60)+startsec;
                            finishinsec=(finishhour*3600)+(finishmin*60)+finishsec;
                            durationinsec=finishinsec-startinsec;
                            durationinmin[record]=int (durationinsec/60)+(durationinsec%60);
                            noofrun[record]=noofrun[record]+1;
                            if (durationinmin[record]                            {
                                pbtime[record]=durationinmin[record];}
                                if(noofrun[record]==11)
                                {
                                    cout<<"You are awarded half wristband"<
                                }
                                else{
                                }
                            if (noofrun[record]==22)
                            {

                            cout<<"You Have been awarded full wristband"<
                            else{
                            }
                            if (age [record]>=4 && age[record]<=6)
                            {
                                if (durationinmin[record]                                {fast1=durationinmin[record];
                                recname1=name[record];

                                }

                            }
                            if (age [record]>=7 && age[record]<=10)
                            {
                                if (durationinmin[record]                                {fast2=durationinmin[record];
                                recname2=name[record];

                                }

                            }
                            if (age [record]>=11 && age[record]<=14)
                            {
                                if (durationinmin[record]                                {fast3=durationinmin[record];
                                recname3=name[record];

                                }

                            }
                        }
                    }

Pre release material 2018 October November 2210 marathon

pre release material

CLASSROOM OBSERVATION

CLASSROOM OBSERVATION
Teacher name:		Date :
Grade/subject:		Time:
Directions: This form can be used by the evaluator to document during formal classroom observation and analyses the motivation concept use in classroom.
Indicator	What to see		Examples
·   Teachers promote positive simple example by interacting with individual children in a way that is consistent with their knowledge of child development.	Show confident in way of standing and present		Teacher explained the part of the body and related to parts of the computer
	Talk in a friendly, courteous, and respectful, manner to children at their eye level, using individual children’s names.
	Intrinsic and extrinsic approach in introduction.
Instructional Planning ·   Analyzes and uses student learning data to inform planning. ·   Plans instruction and time for realistic pacing ·   Plans for differentiated instruction ·   Develops appropriate long- and short-range plans and adapts plans ·   Coordinates plans with appropriate colleagues	Presentation of the necessary equipment readiness.		Asked low level question and appreciated the student who are participated.
	Goal oriented preparation
	Intrinsic and extrinsic motivation approach.
Activities: ·   Necessary activity included in the lesson. ·   Preparation of the activities by material and concept ·   Intrinsic and extrinsic approach through the activity	Interaction with the student in positive and effectively		Basically student know something about the computer, so now curiosity of learning increses.ie. intrinsic By giving extra parts and motivating to identify the product given sustainable completion
	Motivation theory uses
Achievement After presenting the actives achieved goal through motivation concept	Reflections in students

Teacher signature:                                                                   Observer signature:

Date :                                                                                      Date:

CLASSROOM OBSERVATION
Teacher name:		Date :
Grade/subject:		Time:
Directions: This form can be used by the evaluator to document during formal classroom observation and analyses the motivation concept use in classroom.
Indicator	What to see		Examples
·   Teachers promote positive simple example by interacting with individual children in a way that is consistent with their knowledge of child development.	Show confident in way of standing and present
	Talk in a friendly, courteous, and respectful, manner to children at their eye level, using individual children’s names.
	Intrinsic and extrinsic approach in introduction.
Instructional Planning ·   Analyzes and uses student learning data to inform planning. ·   Plans instruction and time for realistic pacing ·   Plans for differentiated instruction ·   Develops appropriate long- and short-range plans and adapts plans ·   Coordinates plans with appropriate colleagues	Presentation of the necessary equipment readiness.
	Goal oriented preparation
	Intrinsic and extrinsic motivation approach.
Activities: ·   Necessary activity included in the lesson. ·   Preparation of the activities by material and concept ·   Intrinsic and extrinsic approach through the activity	Interaction with the student in positive and effectively
	Motivation theory uses
Achievement After presenting the actives achieved goal through motivation concept	Reflections in students

Teacher signature:                                                                   Observer signature:

Date :                                                                                      Date:

develop a lesson plan for Key stage 1 for a choice of topic and applying the effective pedagogical strategies learned in this module in adapting the curriculum based on students learning needs

Introduction

The aim of the assignment is develop a lesson plan for Key stage 1 for a choice of topic and applying the effective pedagogical strategies learned in this module in adapting the curriculum based on students learning needs. Curriculum adaptation is essential additional processes of the inclusive education for special need students. It enable the educating team to welcome the learner to bring up the leaner ability to challenge to teach effectively (Hart, 2009). Inclusion of the student in to classroom is collective responsibility to deal with the student by all teachers, parent and academic support to achieve student learning future. Curriculum adaptation is needed in every part in the student’s day.

The preparation to welcome the student to the classroom who are affected by hearing impairment, the types of component used to inclusion classroom are positive attitude, education helper support, professional development opportunities, strategies techniques and materials. And also adaptation have to done for students with hearing impairment in planning, teaching, assessment, environment and resources.

Before delivering the lesson to the special need student have to make an individual education plan such as adaptation in planning, teaching, assessment, environment and resources. Planning with the SEN team for the material requirement such as printouts or audio video presentation. Then environmental adaptation such as colouring the classroom, seat arrangement and space in the area.

Adaptation in assessment, hearing impairment student are assessed by using oral or written scripts instead of audiotapes. Students will be allowed to take their own time to complete the task.

Inclusive education settings can use different thinking skills, it is benefited to the classroom.

Edward de Bono’s 6 thinking Hats can be used, this give involvement to student in the activity (De Bono, 1992d). The six hats explains the procedure to achieve the goal. The white hat wearer group express neutral talk and objective way, the yellow hat wearer group express optimism and the logical positive view of things, the black hat wearer group express Judgment, caution and evaluation, the red hat wearer group express intuition, feelings, hunches and emotions, the green hat wearer group express concerned with creating new ideas and new ways of looking at things, the blue hat wearer group express blue organizing and controlling the thinking process so that it becomes more productive (De Bono, Six Thinking Hats, 1956).

Multiple intelligence theory helps to teach to the special need students by identifying their talent and approach accordingly (Gardner, 1993a). That includes, Linguistic, Logical-mathematical, Bodily-kinaesthetic, Visual-spatial, Musical, Interpersonal, Intrapersonal and Naturalistic.

Bloom's Taxonomy helps to approach the lesson in the classroom by cognitive, affective, and psychomotor (Bloom, 1956).

Thinker keys are designed to unlock different thinking process, there are 20 different thinker keys available. This help to plan classroom activities more effectively.

References

Bloom, B. (. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

De Bono, E. (1956). Six Thinking Hats. Cambridge: Little, Brown and Company.

De Bono, E. (1992d). Six Thinking Hats for Schools. Melbourne: Hawker Brownlow Education.

Gardner, H. (1993a). Frames of mind: The theory of multiple intelligences (10th anniversary ed.). New York: Basic Books.

Hart, M. (2009). Implementing change in instructional delivery of classroom curriculum. Amherst: University of Massachusetts.

Applying effective pedagogical strategies in teaching

Basic lesson plan

Subject: ICT	Strand: The Keyboard Sub-strand:  Arrow keys, Caps Lock key	Theme: computer keyboard
Duration: 45 min	Lesson: 03	Grade:-01

Key concepts: Identifies the basic keys on a keyboard

Key competencies: Using Technology & the Media, Using Sustainable Practices

Outcomes: enhance the knowledge of the students about a computer keyboard and different types of keys on it

Learning indicators

Identifies the basic keys on a keyboard (Eg. Letter Keys, Number Keys, Arrow Keys, etc.)

Procedure

Edward de Bono’s 6 thinking Hats applied in the classroom teaching

Students are welcome to the class by greeting the students, introduce the topic by asking previous day topic question and make them to relevant to the keyboard keys topic.

Even though the student groups are hearing impairments, they are good in watching and react in the activities. Introduce the class by showing six colour group of hats and keyboard to the student. Explain the student about the hats colour represents and how to react when the hat wear groups. Activity is planned for 30 minutes apart from introduction and conclusion.

 At first white hats are given to the students and ask them to neutral talk and objective way, that means students were asked to answer the question that “what are the characters are found in the computer?” teacher answer for the response of the students. Relating the student’s idea with the topic like the word which are told by the student character were show in the keyboard.

Second change white to yellow hat and ask to express optimism and the logical positive view of things, which means “what are the character types found in computer documents?” students replies were written in the board and find the number of type key group in the keyboard.

Third time change yellow hats to black hat ask to express Judgment, caution and evaluation. Like “whether this type’s key are enough or extra key group can be include in keyboard?” responses were note down in the board and review to explain the other types of keyboard that are exist.

Fourth time change black hat to red hat and ask to express intuition, feelings, hunches and emotions, which means ask question like “why key board are used to the computer?” replies will be reviewed and change the thinking to interaction with computer like human body gives input to the brain.

Fifth time change red hat to green hat and ask to express the concerned with creating new ideas and new ways of looking at things, like discuss what other key available and in which situation it is useful.

Sixth time change green hat to blue hat and ask them to organizing and controlling the thinking process, like conclude the activity by recap the types of keys in keyboard and use of the keys.

Differentiation Adaptation to specific group of students

Differentiation in an educational approach for different need, the selected group of students are hearing impairment. Teaching to this students require a special plan in content, process, product and learning environment.

Content

Content have modify for the hearing impairment students that what the student will learn and how they will access the learning.

Use regular verbal in teaching and motivational talk in every movement.

Demonstrate the lesson by using ICT by through video and audio lesson.

Provide visual supports to enhance understanding by iconic key words or signing to augment understanding of verbal directions.

Displaying the picture or graphics and symbols to deliver the topic by using software.

Process

Adaptation support other sequences process such as playing, hands on material and modelled responses.

Reduce number of task that the student require and expand the time to complete the task.

Provide visual choice boards, concrete items or tablet apps and iPad to prompt responses.

Product and learning environment

Provide visual cue of questions to answer that help hearing impaired student.

Position the students close to main source.

Avid sensory distractions like noise, smell etc

Adaptation in teaching, before teaching the activity make sure the student previous knowledge about the topic, gain the attention of student. Deliver the activity by using simple word, while speaking avoid to keep the object in which may hide your face to the student. While speaking to the student avoid moving. Use more visual aid for teaching and routine works use to display in picture form.

Assessment

Assessing the student is to understand their improvement and identifying teaching change requirement. Students are assessed by AFL and AoFL, AFL is used to understand teaching style for the student and AoFL is used to measure learning outcome reports to show students, parents and administrators. In this topic identifying the keyboard key are goal of the activity that explained to the student.

Conclusion

Teaching in classroom by using effective pedagogy and practice in inclusive setting make better performance in the student’s life. This activities make the classroom so interesting and effective.