MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW … · PURPOSE STATEMENT C++II is designed for the advanced student. Enrollment is open to any sophomore, junior, or senior who has

MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY

Williamstown High School

C++ II

September 2013

Written by: Mary Peacock Stan Krzyminski, Director of Curriculum Dean Insana, Supervisor of Special Areas

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Monroe Township Public Schools

Williamstown, New Jersey

Philosophy of Education The administration, faculty, and staff of Monroe Township Public Schools, in cooperation with parent and the community, and with active participation of the students, are committed to viewing each other as individuals, respecting each person’s uniqueness, and setting high expectations for all students. The school system will assist each student to become a contributing member of our society by providing a learning environment that is responsive to the needs of the individual student, community, and changing society by providing a learning environment that nurtures values and morals. This environment will be conducive to acquisition of knowledge, as well as to the development of problem solving, critical thinking, and organizational skills. We will provide a learning environment that addresses the New Jersey Core Curriculum Content Standards and is responsive to the needs of the individual student, community, and changing society. We will aid our students in developing responsible behavior, a positive attitude toward themselves and others, the necessary life skills to become productive citizens and lifetime learners. We accept the challenge and responsibility of accomplishing these goals. Revised: August, 1996

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Williamstown High School Williamstown, New Jersey

Mission Statement

Williamstown High School provides an atmosphere where our students become responsible,

productive citizens, and life-long learners.

BELIEFS

Students are responsible for their education and are accountable for their actions and decisions. Students and staff respect all people regardless of race, color, creed, religion, gender, and sexual orientation. Students, regardless of learning styles and abilities, need to be challenged and inspired in order to achieve their full potential. Students and staff are provided a safe and supportive environment in which they can pursue their educational goals. High expectations are communicated to the students from all members of the school’s community. Effective education is a student, staff, and community partnership, which prepares students for the future in a technologically changing society. High school personnel serve as catalysts for academic and personal success for all students. Revised: 2004

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Williamstown High School Williamstown, New Jersey

Business Department

Philosophy

The Business Department is dedicated to providing students with the tools they need to function upon graduation–in their personal lives, professional endeavors, or continued schooling. A wide selection of courses is designed in alignment with the New Jersey Core Curriculum Content Standards to introduce students to the world of technology, of business and finance, and of personal law and consumerism. Current issues and practices which are addressed in these areas contribute to the well rounded education of all students. Revised: July, 2002

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COURSE ORGANIZATION C++ II LENGTH OF TIME: 1 Week NUMBER OF PERIODS PER WEEK 5 NUMBER OF CREDITS: 2.5 PREREQUISITES: REQUIRED: Elective RANK: Non-Weighted Pursuant to the High School Graduation Standards Act (NJSA 18A:7, et. seq.) successful completion of this course will require:

A. Regular attendance as mandated by Board Policy.

B. Mastery of 70% of the below listed content/objectives and achievement of the proficiencies required PURPOSE STATEMENT C++II is designed for the advanced student. Enrollment is open to any sophomore, junior, or senior who has successfully completed C++I with a “77” average or better. After a brief review of the material covered in C++I, the student will expand his/her knowledge and experience with this high-level programming language and further explore the world of OOP (Object-Oriented Programming). Object-oriented programming is a method of developing and maintaining large software systems by breaking code into smaller communicating components. The following concepts will be covered: functions, pointers, arrays, structures and string functions, data file basics, linked list, stacks, queries, trees recursion and searching, and sorting. Upon completion of this course, the student will have a good foundation to further his/her education or training in the technology field. The New Jersey Core Curriculum Content Standards are implemented throughout the course to reinforce the skills that each student will need to sustain him/herself as an adult in the labor force. With this knowledge, a student can enter the work force as a novice programmer and work his/her way up the corporate ladder. The mastery of this course will provide a solid foundation for advanced studies in a computer-oriented career.

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PROFICIENCIES During this course the student will:

1.Know and follow classroom management rules and office safety procedures in computerized areas.** 2.Create functions and use pre-written functions.** 3.Define and apply the basics of pointers.** 4.Use one-dimensional; and parallel arrays.** 5.Utilize multi-dimensional arrays.** 6.Employ structures.** 7.Make use of various strings functions.** 8.Distinguish between sequential-access and random-access data files.** 9.Define and use linked lists.** 10. Utilize advanced linked list operations.** 11. Characterize stacks, queues, and binary trees.** 12. Comprehend the concept of recursion and binary search.** 13. Classify the various sort routines.** 14. Recognize the ethical and social implications of computer use.** 15. Develop an awareness of careers related to the content of this course of study.

CAREER OBJECTIVES

The New Jersey Core Curriculum Content Standards are implemented throughout the course to reinforce the skills that each student will need to sustain him/herself as an adult in the labor force. With this knowledge, a student can enter the work force as a novice programmer and work his/her way up the corporate ladder. The mastery of this course will provide a solid foundation for advanced studies in a computer-oriented career. EVALUATION METHODS

1. Class participation 2. Homework assignments 3. Assigned class activities 4. Production assignments 5. Quizzes 6. Subjective/Objective tests 7. Application tests 8. Final examination – 20 percent of the final grade

a. 50% -- application b. 50% -- objective

**New Jersey Core Curriculum Content Standards – Revised 2004/2005

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A A A A C C C I I J K P S W C C D P + + O T N A E R O E C C V + + N N V V Y S F B O O J S L E A B N T SKILL ARRAY U U S A I I / S O L W P N N O V I E B T A / A A

T T F A C U I R B R G SCOPE & SEQUENCE I I T O S N D U E E N N W N I G I S

G G A O N & N I A D CHART R M E P G P E I I E I S E L P S I C S R W A S I A S O W G P F R N P I D

S N WRITING SKILLS

1. Select a sentence revision that corrects an error in sentence construction . . . . . . . X X X 2. Combine ideas into a well-constructed sentence . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X3. Select words that complete a partially constructed sentence. Reconstruct the sentence . X X X X X X X X X X X X X4. Select transition words to complete a paragraph . . . . . . . . . . . . . . . . . . . . X X X X5. Identify the error within a sentence containing a usage error. . . . . . . . . . . . . . X X X X X X6. Select the main idea for a paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . X X X X 7. Select a detail that supports a main idea. . . . . . . . . . . . . . . . . . . . . . . . X X X X X8. Identify a detail inappropriate to the main idea . . . . . . . . . . . . . . . . . . . . X X9. Reorganize sets of sentences into a logical order. . . . . . . . . . . . . . . . . . . . X X X X X X X X10. Proofread and identify a mechanical error in a writing sample. . . . . . . . . . . . . . ** X X X X X X X 11. Identify mechanical errors in a writing sample and select appropriate corrections. . . . X X X X X X X X

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A A A A C C C I I J K P S W C C D P + + O T N A E R O E C C V + + N N V V Y S F B O O J S L E A B N T SKILL ARRAY U U S A I I / S O L W P N N O V I E B T A / A A T T F A C U I R B R G SCOPE & SEQUENCE I I T O S N D U E E N N W N I G I S G G A O N & N I A D CHART R M E P G P E I I E I S E L P S I C S R W A S I A S O W G P F R N P I D

S N WRITING SKILLS(CONTINUED)

12. Write an essay on a stated discussion topic. . . . . . . . . . . . . . . . . . . . . . . X X X X X X 13. Write a brief research theme on a stated topic . . . . . . . . . . . . . . . . . . . . . X X X X 14. Create and finalize routine business documents . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X 15. Create a resume. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X 16. Format an individually created aesthetic idea. . . . . . . . . . . . . . . . . . . . . . X X X X17. Applying the rules of correct spelling, punctuation, and capitalization. . . . . . . . . ** X X X X X X X X X X X X X X18. Attributing references correctly . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X19. Composing and editing written material . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X20. Gathering information suitable for the purpose . . . . . . . . . . . . . . . . . . . . . X X X X X X X X X X X X X X21. Gathering information in a logical and coherent manner . . . . . . . . . . . . . . . . . X X X X X X X X X X X X X X22. Using reference books such as a dictionary, a thesaurus, and an encyclopedia . . . . . . ** X X X X X X X X X X X X X X23. Using standard English syntax. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X24. Writing legibly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X** New Jersey Core Curriculum Content Standards - Draft July 2003

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A A A A C C C I I J K P S W C C D P + + O T N A E R O E C C V + + N N V V Y S F B O O J S L E A B N T SKILL ARRAY U U S A I I / S O L W P N N O V I E B T A / A A T T F A C U I R B R G SCOPE & SEQUENCE I I T O S N D U E E N N W N I G I S G G A O N & N I A D CHART R M E P G P E I I E I S E L P S I C S R W A S I A S O W G P F R N P I D S N

READING AND STUDY SKILLS

1. Identify word meaning from multiple meanings . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X2. Identify synonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X X X X X X X X X X X X X X3. Differentiate between relevant and irrelevant information. . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X4. Identify main idea of a passage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . X X X X X X X X X X X X X X5. Identify details that support a main idea. . . . . . . . . . . . . . . . . . . . . . . . X X X X X X X X X X X X X X6. Identify comparisons (similarities). . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X7. Identify contrasts (differences) . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X8. Identify cause and effect relationships. . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X9. Identify events in sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X10. Identify meaning of unfamiliar words from context. . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X11. Identify appropriate word meanings by affixes. . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X12. Infer the main idea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X X X X X X X X X X X X X X13. Predict the outcome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X

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A A A A C C C I I J K P S W C C D P + + O T N A E R O E C C V + + N N V V Y S F B O O J S L E A B N T SKILL ARRAY U U S A I I / S O L W P N N O V I E B T A / A A T T F A C U I R B R G SCOPE & SEQUENCE I I T O S N D U E E N N W N I G I S G G A O N & N I A D CHART R M E P G P E I I E I S E L P S I C S R W A S I A S O W G P F R N P I D

S N

READING AND STUDY SKILLS (CONTINUED)

14. Draw a conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X15. Infer a character's motives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X 16. Infer a writer's purpose/viewpoint . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X 17. Distinguish between fact and opinion . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X18. Infer sequence, time order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X19. Infer cause and effect relationship. . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X20. Infer comparisons (similarities) . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X21. Infer contrasts (differences). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X22. Synthesize information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X23. Make judgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X24. Complete outline by selecting topic/detail . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X25. Use catalog cards to locate information. . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X26. Use Reader's Guide to Periodical Literature. . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X

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A A A A C C C I I J K P S W C C D P + + O T N A E R O E C C V + + N N V V Y S F B O O J S L E A B N T SKILL ARRAY U U S A I I / S O L W P N N O V I E B T A / A A T T F A C U I R B R G SCOPE & SEQUENCE I I T O S N D U E E N N W N I G I S G G A O N & N I A D CHART R M E P G P E I I E I S E L P S I C S R W A S I A S O W G P F R N P I D S N READING AND STUDY SKILLS (CONTINUED)

27. Identify appropriate reference book headings to find more information. . . . . . . . . . ** X X X X X X X X X X X X X X28. Select words from specific dictionary page . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X29. Locate information in an index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X30. Interpret data presented in visual form. . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X31. Locate information from table of contents. . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X32. Being aware of inconsistencies in written material. . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X33. Identifying and summarizing principal and subsidiary ideas . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X34. Noting details and facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X35. Understanding the purpose of written material. . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X36. Verifying information and evaluating the worth and objectivity of sources. . . . . . . . * * X X X X X X X X X X X X X X37. Applying computer applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X38. Using computer fundamentals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X39. Applying current technologies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * X X X X X X X X X X X X X X** New Jersey Core Curriculum Content Standards - Draft July 2003

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COMPUTATION SKILLS

1. Add fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X2. Subtract fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X3. Add/Subtract 3 fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X 4. Multiply fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X5. Divide fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X6. Add and subtract decimals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X7. Multiply decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X8. Divide decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X9. Find a percentage of a number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X10. Find the percentage one number is of another. . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X 11. Find the total number when a percentage of that number is known . . . . . . . . . . . . . ** X X X X X X X X X X X 12. Identify place value in decimal numerals. . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X

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A A A A C C C I I J K P S W C C D P + + O T N A E R O E C C V + + N N V V Y S F B O O J S L E A B N T SKILL ARRAY U U S A I I / S O L W P N N O V I E B T A / A A T T F A C U I R B R G SCOPE & SEQUENCE I I T O S N D U E E N N W N I G I S G G A O N & N I A D CHART R M E P G P E I I E I S E L P S I C S R W A S I A S O W G P F R N P I D S N COMPUTATION SKILLS (CONTINUED)

13. Round decimal numerals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X14. Demonstrate an understanding of fraction/decimal/percent equivalency. . . . . . . . . . . ** X X X X X X X X X X X X X15. Add, subtract, multiply, and divide measures using metric and/or US standards units . . . ** X X X X X X X X16. Identify a rectangle, triangle, circle, polygon, and other similar figures. . . . . . . . ** X X X X X X17. Identify points on a coordinate plane . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X 18. Solve an equation using multiple operations . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X19. Perform arithmetic operations on signed numbers . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X20. Read and interpret data from graphs, charts, and tables . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X21. Estimate the shortest route between two points. . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X 22. Compare the percent and the fractions discount. . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X 23. Solve a problem involving sales tax . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X24. Solve a problem involving percent . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X25. Compute the average of a series of numbers. . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X26. Solve a problem involving sales tax . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X

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A A A A C C C I I J K P S W C C D P + + O T N A E R O E C C V + + N N V V Y S F B O O J S L E A B N T SKILL ARRAY U U S A I I / S O L W P N N O V I E B T A / A A T T F A C U I R B R G SCOPE & SEQUENCE I I T O S N D U E E N N W N I G I S G G A O N & N I A D CHART R M E P G P E I I E I S E L P S I C S R W A S I A S O W G P F R N P I D S N COMPUTATION SKILLS (CONTINUED)

27. Solve a problem involving area and/or money . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X28. Solve a problem involving time and/or temperature . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X 29. Calculating simple interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X 30. Computing and comparing prices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X 31. Computing costs and making change . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X 32. Computing income tax forms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X 33. Computing measurement of time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X34. Computing payroll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X 35. Computing sales and income taxes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X36. Determining the costs, time, and resources necessary for a task . . . . . . . . . . . . . ** X X X X X X X X X X37. Estimating results and judging their accuracy . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X38. Apply computer applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X39. Using computer fundamentals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X

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** A A A A C C C I I J K P S W C C D P + + O T N A E R O E C C V + + N N V V Y S F B O O J S L E A B N T SKILL ARRAY U U S A I I / S O L W P

N N O V I E B T A / A A

T T F A C U I R B R G SCOPE & SEQUENCE I I T O S N D U E E

N N W N I G I S

G G A O N & N I A D

CHART R M E P G P E

I I E I S E /" L P S

I C S R W A S I A S O W G P F R N P I D S N

ORAL COMMUNICATION SKILLS

1. Communicating in a standard English . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X2. Expressing ideas clearly and incisely . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X3. Understanding instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X4. Identifying and summarizing correctly principal and subsidiary ideas in discussions . . . . ** X X X X X X X X X X X X X X5. Obtaining, clarifying, and verifying information through questioning. . . . . . . . . . . . ** X X X X X X X X X X X X X X6. Participating effectively in discussions. . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X7. Understanding the intent and details of oral communications . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X** New Jersey Core Curriculum Content Standards - Draft July 2003

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DECISION MAKING AND CRITICAL THINKING SKILLS

1. Adjusting to unanticipated situations by applying established rules and facts . . . . . . . ** X X X X X X X X X X X X X X

2. Considering and evaluating possible alternative solutions, weighing their risks and benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X

3. Determining what is needed to accomplish work assignments . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X4. Formulating and reaching decisions logically. . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X5. Identifying problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X6. Separating fact from opinion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X7. Working out new ways of handling recurring problems . . . . . . . . . . . . . . . . . . . . ** X X X X X X X X X X X X X X** New Jersey Core Curriculum Content Standards - Draft July 2003

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN

Focus Topic # 1 Know and follow classroom management rules and office procedures in computerized areas.

Content Standard CPI Content Objectives

Suggested Instructional

Strategies/Activities

Assessment Strategies

Materials, Technology

Resources 1. Specific Frameworks 8. Reading 1. Multiple Choice 8. Oral Presentation 1. Textbooks 2. Lecture 9. Practice by doing 2. Essay 9. Self-Evaluation 2. Software 3. Discussion Groups 10. Teaching Others 3. Fill-In-Blanks 10. Class Survey 3. Survey 4. Audio/Visual 11. Homework 4. Open-ended 11. Timing/Drills 4. AVA/Video 5. Demonstration 12. Field Trip 5. Writing Samples 12. Participation/Discussion 5. Supplemental 6. Cooperative Groups 13. Projects 6. Auth/Per Based 13. Teacher Observation 6. Resource People 7. Lab 14. Objects 7. Problem Solving 14. Portfolio 7. Other (explain) 15. Other (explain)

a. Lab Work

9.4.12.F.42 1.1 Understand and comply with all classroom management rules as defined by the instructor.

2,9 12 5

9.4.12.F.42 1.2 Report to the instructor (when necessary) anything amiss at his/her assigned workstation.

9 12 2

9.4.12.F.42 1.3 Will follow standard log-on/log-out procedures.

5,9 13 2

9.4.12.F.45, 46 1.4 Identify potential health hazards in a high-technology environment.

3,9 6 5

9.4.12.F.45, 46 1.5 Observe safety demonstrations as conducted by the instructor and/or community resource people.

5,9 6 5

9.4.12.F.45, 46 1.6 Will know which type of fire extinguisher to use in varying emergency situations.

3,9 6 5

9.4.12.F.45, 46 1.7 Participate in all safety procedures.

9 6 7

9.4.12.F.45, 46 1.8 Will become familiar with the laws that protect workers.

2 6 5

2


Focus Topic # 2 Create functions and use pre-written functions.







a. Lab Work

9.4.12.K.(4).2-7 2.1 Build programs with functions.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 2.2 Utilize the guidelines for building a program with functions.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 2.3 Define the syntax used to build functions.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 2.4 Explain the difference between the scope of a variable and its life cycle.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 2.5 Describe how to pass variables by value, reference, and address.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 2.6 Apply the concepts of passing variables in his/her programs.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 2.7 Clarify the difference between an argument and a parameter.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 2.8 Identify library functions that are provided with the C++ compiler.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 2.9 Create programs using the compiler library functions.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

3


Focus Topic # 3 Define and apply the basics of pointers.







a. Lab Work

9.4.12.K.(4).2-7 3.1 Explain the basics of pointers. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5 9.4.12.K.(4).2-7 3.2 Declare pointers in his/her

programs. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 3.3 Use the dereference and address of operators properly in his/her programs.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 3.4 Change the value of variables using pointers.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 3.5 Define a character array. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5 9.4.12.K.(4).2-7 3.6 Apply subscript notation in

his/her programs. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 3.7 Create his/her own data type using enum.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

4


Focus Topic # 4 Use one-dimensional and parallel arrays.







a. Lab Work

9.4.12.K.(4).2-7 4.1 Recognize a one-dimensional array.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 4.2 Declare a one-dimensional array.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 4.3 Initialize and access the elements of a one-dimensional array.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 4.4 Display a one-dimensional array.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

5


Focus Topic # 5 Utilize multi-dimensional arrays.







a. Lab Work

9.4.12.K.(4).2-7 5.1 Explain the different between a parallel and a multi-dimensional array.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 5.2 Declare and initialize a parallel array.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 5.3 Print out a parallel array.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 5.4 Declare and initialize a multi-dimensional array by programmer or user input.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 5.5 Utilize the size of operator to find the size of a variable, array, memory.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

6


Focus Topic # 6 Employ structures.







a. Lab Work

9.4.12.K.(4).2-7 6.1 Define a structure and explain how to use it in a program.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 6.2 Declare and use structures in his/her programs.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 6.3 Incorporate nested structures in his/her programs.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

7


Focus Topic # 7 Male use of various string functions.







a. Lab Work

9.4.12.K.(4).2-7 7.1 Utilize the string function strlen in his/her programs.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 7.2 Apply the string function strcat in his/her programs.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 7.3 Convert a string to an integer in his/her programs.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7 7.4 Convert a string to a floating-point number in his/her programs.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

8


Focus Topic # 8 Distinguish between sequential-access and random-access data files







a. Lab Work

9.4.12.K.(4).2-7, 10

8.1 Define a database. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

8.2 Explain the difference between sequential-access and random access.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

8.3 Describe why it is important to open and close data files when you are working with them.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

8.4 Clarify the difference between reading a file and writing to a file.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

8.5 Write information to a data file.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

8.6 Read information from a data file.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

8.7 Add data to the end of a file.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

8.8 Detect the end of a file. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

8.9 Use multiple files in his/her programs.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9


Focus Topic # 9 Define and use linked lists.







a. Lab Work

9.4.12.K.(4).2-7, 10

9.1 Explain the difference between static verses dynamic data structures.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

9.2 Describe a linked list.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

9.3 Handle memory with dynamic data by allocating and deallocating memory.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

9.4 Declare nodes and necessary pointers.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

9.5 Initialize a linked list with the first node.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

9.6 Write a program that gets the data from the user.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

9.7 Add a node to the end of the linked list.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

9.8 Access the nodes in a linked list.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

9.9 Display and dispose a linked list.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

10


Focus Topic # 10 Utilize advanced linked list operations.







a. Lab Work

9.4.12.K.(4).2-7, 108.1 B10

10.1 Illustrate how a node is inserted in a linked list.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

10.2 Write a program inserting a node at the head of the list.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

10.3 Write a program inserting a node in the middle or at the end of the linked list.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

10.4 Delete a node individually for a linked list.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

10.5 Save a linked list to a file. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

10.6 Illustrate a doubly and circularly linked list.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

10.7 Traverse a doubly linked list. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

10.8 Traverse a circularly linked list.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

11


Focus Topic # 11 Characterize stacks, queues, and binary trees.

Content

Standard CPI

Content Objectives






a. Lab Work

9.4.12.K.(4).2-7, 10

11.1 Explain what a stack is. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

11.2 Program a stack using an array.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

11.3 Use a linked list as a stack. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

11.4 Define a queue. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

11.5 Implement a queue in a program.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

11.6 Describe a binary tree. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

11.7 Illustrate a binary tree. 2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

11.8 Demonstrate how nodes are added to a binary tree.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

12


Focus Topic # 12 Comprehend the concept of recursion and binary search.







a. Lab Work

9.4.12.K.(4).2-7, 10

12.1 Demonstrate recursion using the Hanoi towers.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

12.2 Write a simple program using recursion.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

12.3 Create a program with a recursive call and use the exit condition to escape.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

12.4 Describe the difference between a sequential search and a binary search.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

12.5 Develop a sequential search function for a program.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

12.6 Incorporate a binary search function in a program.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

12.7 Apply the tree traversals (in-order, preorder, and postorder) in his/her programs.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

13


Focus Topic # 13 Classify the various sort routines.







a. Lab Work

9.4.12.K.(4).2-7, 10

13.1 Explain the keywords used with sorts.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

13.2 Use a selection sort in a program.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

13.3 Incorporate a insertion sort in his/her program.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

13.4 Apply a bubble sort routine in his/her program/

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

13.5 Utilize a shell sort in his/her program.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

13.6 Write a quick sort routine for a program.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(4).2-7, 10

13.7 Demonstrate and illustrate a merge sort.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

14


Focus Topic # 14 Recognize the ethical and social implications of computer use.







a. Lab Work

9.4.12.K.(3).6 14.1 Practice the ethical responsibilities of the programmer.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(3).6 14.2 Define the social and ethical consequences of computers.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(3).6 14.3 Identify the following laws: Fair Credit Reporting Act of 1970, Privacy Act of 1974, Financial Privacy Act of 1978, and the Electronic Communications Privacy Act of 1986 (ECPA).

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(3).6 14.4 Explain why is it important to protect computer software and data and the consequences for violation or vandalism to software and data.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(3).6 14.5 Describe what the Association for Computing Machinery (ACM-1947) and the American National Standards Institutes (ANSI-1918) has done for the computer industry.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

9.4.12.K.(3).6 14.6 Comply with the Monroe Township Computer Usage Agreement that they must sign and the consequences if violated.

2,3,5,7,9,13 1,3,7,12,13,15a 1,2,5

15


Focus Topic # 15 Develop an awareness of careers related to the content of this course of study.







a. Lab Work

9.4.12.K.65 15.1 Identify different careers that are related to programming.

3,8,9,11,14 5,12,13 1,2,5,6

9.4.12.K.65 15.2 Explain what skills are needed to acquire these positions.

3,8,9,11,14 5,12,13 1,2,5,6

9.4.12.K.65 15.3 Define the educational requirements that are needed in these various careers.

3,8,9,11,14 5,12,13 1,2,5,6

9.4.12.K.65 15.4 List advantages and disadvantages of these careers.

3,8,9,11,14 5,12,13 1,2,5,6

16

APPENDIX

17

APPENDIX 1: ACTIVITIES Case Studies Lesson Hands-on Exercises Lesson Projects Lesson Review Questions Lesson Sections Questions Lesson Sections Problems Lesson Vocabulary Review

18

APPENDIX 2: ASSESSMENT Application tests Assigned class activities Class participation Final exam Homework assignments Portfolios Production assignments Projects Quizzes Subjective/Objective tests

19

APPENDIX 3: RESOURCES Text/Workbooks 3D Game Programming with C++ A Computer Science Tapestry – Explore Programming and Computer Science with C++ -- 2nd Edition A Guide to Programming in C++ AP Computer Science Exam Study Guide for C++ Borland – C++ Builder Development Guide C++ Basics C++ How to Program – 1st Edition C++ How to Program – 2nd Edition C++ Programming Design – An Introduction to Programming and Object Oriented Design – 3rd Edition Fundamentals of C++ - Introductory Fundamentals of C++ and Data Structures – Advanced Fundamentals of C++ Understanding Programming and Problem Solving Fundamentals of Program Design and Data Structures with C++

20

APPENDIX 3: RESOURCES (Continued) Text/Workbooks (continued) Introduction to Computer Science Using C++ Programming in C++ Programming With Data Structures Teach Yourself Borland C++5 in 21 Days The Apprentice C++ Programming – A Touch of Class The Object Concept – An Introduction to Computer Programming Using C++ CD’s and DVD’s Fundamentals of C++ - Understanding and Problem Solving Introduction to Computer Science Using C++ Programming in C++ - Electronic Instructor Video Lecture Series Materials for a Guide to Programming in C++

21

APPENDIX 3: RESOURCES (Continued) Magazines, Periodicals, Newsletters Borland C++ Development Newsletter Business Education FORUM CONVERGE Education>>Technology>>Fast Forward Dictionary of Computer & Internet Terms JERGON – An Informational Dictionary of Computer Terms National Business Education Association 2003 Yearbook – Effective Methods of Teaching Business Education in the 21st Century National Standards for Business Education New Jersey Business Education Association Observer 1998-1999 New Jersey Business Education Association Observer 2000-2001 New Jersey Business Education Association Observer 2001-2002 New Jersey Business Education Association Observer 2002-2003 New Jersey Core Curriculum Content Standards – Draft July 2003

22

APPENDIX 3: RESOURCES (Continued) Magazines, Periodicals, Newsletters (continued) Occupational Outlook Handbook 2002-2003 Teaching Business Education The Job Hunting Handbook WWW.Main Function.com: A Programming and Internet Newsletter Software & Internet Borland C++ Builder 6 Enterprise www.freeterachingaids.com www.itcpmedia.com www.mainfunction.com www.prenhall.com/deitel www.Thomson.com

23

APPENDIX 3: RESOURCES (Continued) Videos Arranging Your Workstation to Fit You Avoiding Computer Strains and Pains Classes, Objects and the OOP Approach Computer Training, Your First Computer Exercises at Your Workstation Mary M. Ruprecht Speaks On End-User Computer Stand Above the Crowd, Gibbs for Business Careers Vectors, Sorting and Searching

Documents

MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW … · PURPOSE STATEMENT C++II is designed for the advanced student. Enrollment is open to any sophomore, junior, or senior who has