Introduction to operations and some logistics

1. Introduction to operations and some logistics Programming Fundamentals

2. As you come in • Have one person in the team get a folder and a baggie of pennies. • Count the pennies. Each bag should have 19 pennies in it. • Do not play with the pennies, yet.

3. Your textbook Textbook scavenger hunt

4. Process Oriented Group Inquiry Learning Logos above link to the two sites.

5. https://pogil.org/about • POGIL materials are designed for use with self-managed teams that interact with the instructor as a facilitator of learning rather than as a source of information. • POGIL materials guide students through an exploration to construct understanding. • POGIL materials use discipline content to facilitate the development of higher-level thinking skills and the ability to learn and apply knowledge in new contexts. (from POGIL.org)

6. Effectiveness • https://pogil.org/about/effectiveness • Student attrition is lower for POGIL than traditional methods. • Student mastery of content is generally higher for POGIL than traditional methods. • Most students prefer POGIL over traditional methods.

7. Roles for this class

8. Manager/Coordinator • Sees that materials are distributed to each participant. • Makes sure that the recorder is faithfully recording group answers. • Makes sure that all team members are writing responses, not just the recorder and that all team members understand the answers. • Watches the time, prepares team for the wrap up. • Makes sure that all materials get into the proper places. • Calls the instructor when / if the team hits a roadblock. • Writes their own responses to questions.

9. Recorder • Records responses on the group response sheet (when provided). • Makes sure that they understand the answers. • Asks questions of others if they do not understand. • Writes their own responses to questions.

10. Reporter • Puts “board” questions on the whiteboard. • Is prepared to provide an explanation to the instructor or another team if asked. • Is prepared to defend board questions if asked. • Insures that they themselves fully understand the answers the group has developed. • Writes their own responses to questions.

11. Reflector – Not used in groups of 3…all take on this role at the end of the activity. • Is focused on the process as well as the content. • Makes sure that they themselves understand the group’s answers. • Writes their own responses to questions. • If the group gets stuck on some aspect of the activity, records that information on the Exit Pass. • Polls the group at the end about what is still content “fuzzy” and what do they feel went well (what does everyone understand very clearly). Records these responses on the exit pass.

12. Today’s ActivityWhat is 15 / 4? OR Channeling your inner 4th grader

13. Follow-up from lab on data types • What was most surprising? • What is still confusing?

14. Operations in Java • Most are common sense…they operate like you expect. • But be careful with division. Today we will explore division as well as other operations in Java.

15. One confusing point Order of operations

16. One confusing point

17. For Tuesday • Review our Style Guide • Think through the algorithm for dividing seconds into hours minutes and seconds. You did that in the activity, now consider the more detail that you will need to do to write the program. • You will work in teams of two if you are not a soloist.