The textbook is intended to study the course of informatics and ICT at the profile level in 10 classes of general educational institutions... The content of the textbook is based on the course of informatics and ICT studied in grades 8-9 for basic school. The material complies with the State educational standard for secondary (complete) general education at the profile level. The theoretical foundations of computer science, computer hardware and software, modern information and communication technologies are considered.
The textbook is included in the educational and methodological kit, which also includes a textbook for grade 11, a computer workshop and Toolkit for the teacher.

Computer science and information.
Informatics is the science of information and information processes occurring in systems of various natures (natural, technical, social), as well as the methods of their automation using computer technology.

One of the primary sources of the scientific field of computer science is cybernetics, the birth of which is associated with the publication in 1948 of Norbert Wiener's book Cybernetics, or Control and Communication in an Animal and a Machine. To primary sources modern informatics also includes information theory, which originated in the 1930s in the works of K. Shannon, R. Hartley, the theory of algorithms (A. Turing, E. Post, A. Markov), the work of John von Neumann on computer architecture.

The applied branch of informatics is formed with the advent of electronic computers. Thus, from the beginning of its inception, informatics combines the science of information - theoretical computer science and information technology and technology - applied informatics. In relation to the latter, the term "information and communication technologies", abbreviated as ICT, came into use relatively recently.

Table of contents
From the authors
Chapter 1. Theoretical Foundations of Informatics
1.1. Computer science and information
1.2. Measurement information
1.2.1. Alphabetical Approach to Measuring Information
1.2.2. A meaningful approach to measuring information
1.2.3. Probability and information
1.3. Number systems
1.3.1. Basic concepts of number systems
1.3.2. Translation decimal numbers to other number systems
1.3.3. Automation of the transfer of numbers from system to system
1.3.4. Mixed number systems
1.3.5. Arithmetic in positional systems reckoning
1.4. Coding
1.4.1. Information and signals
1.4.2. Encoding text information
1.4.3. Image encoding
1.4.4. Sound coding
1.4.5. Compression binary *
1.5. Information processes
1.5.1. Data storage
1.5.2. Transfer of information
1.5.3. Correction of errors in data transmission
1.5.4. Data processing
1.6. Logical foundations of information processing
1.6.1. Logic and logical operations
1.6.2. Logical formulas and functions
1.6.3. Logic formulas and logic circuits
1.6.4. Methods for solving logical problems
1.6.5. Logic functions na region numerical values
1.7. Information processing algorithms
1.7.1. Definition, properties and description of the algorithm
1.7.2. Algorithmic Turing Machine
1.7.3. Post's Algorithmic Machine
1.7.4. Ethanes of algorithmic problem solving
1.7.5. Data retrieval algorithms
1.7.6. Search programming
1.7.7. Data sorting algorithms
Chapter 2. Computer
2.1. Logical foundations of a computer
2.1.1. Logic gates and switching circuits
2.1.2. Logic computer elements
2.2. Device evolution computing machine
2.3. Change of computer generations
2.4. Processing numbers in a computer
2.4.1. Integer Representation and Handling
2.4.2. Representation and processing of real numbers
2.5. Personal computer and its device
2.5.1. History and architecture of personal computers
2.5.2. Microprocessor: main elements and characteristics
2.5.3. System (mother) board
2.5.4. System (internal) computer memory
2.5.5. Long-term (external) computer memory
2.5.6. Input and output devices
2.6. Software PC
2.6.1. Types of software
About professions: System Administrator
2.6.2. Functions operating system
2.6.3. PC operating systems
Chapter 3. Information technology
3.1. Word processing technologies
3.1.1. Text editors and processors
3.1.2. Special texts
3.1.3. Publishing systems
3.2. Image and sound processing technologies
3.2.1. The basics graphic technologies
3.2.2. 3D graphics
3.2.3. Technologies for working with digital video
3.2.4. Sound technologies
3.2.5. Multimedia
3.2.6. Using multimedia effects in a presentation
3.3. Tabular computing technologies
3.3.1. Spreadsheet structure and data types
3.3.2. Built-in functions. Transferring data between sheets
3.3.3. Business graphics
3.3.4. Filtering data
3.3.5. Search for a solution and selection of a parameter
Chapter 4. Computer telecommunications
4.1. Organization of local computer networks
4.1.1. Purpose and composition of local networks
4.1.2. LAN Classes and Topologies
About professions: local network administrator
4.2. Global computer networks
4.2.1. History and classification global networks
4.2.2. The structure of the Internet. Network model Dod
4.2.3. Essential Internet Services
4.3. Basics of site building
4.3.1. Methods for creating sites. Concept of HTML language
4.3.2. Website design and development
About professions: Web-designer and other professions
4.3.3. Creation of hyperlinks and tables. Browsers.

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Informatics. Grade 10. A basic level of. Semakin I.G., Henner E.K., Sheina T.Yu.

4th ed. - M .: 2015 - 264 p.

The textbook is intended for studying the course of informatics at the basic level in 10 classes of educational institutions. The content of the textbook is based on the computer science course studied in basic school (in grades 7-9). The textbook examines the theoretical foundations of computer science: the concept of information, information processes, measurement of information, coding and processing of information in a computer. The principles of structural programming techniques, the Pascal programming language are presented. The textbook includes a workshop, the structure of which corresponds to the content of the theoretical section of the textbook. The textbook is included in the educational and methodological kit, which also includes a textbook for grade 11 and a methodological manual for the teacher. Complies with the Federal State Educational Standard of Secondary (Complete) General Education (2012).

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The size: 47.4 Mb

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Table of contents
Introduction 5
Chapter 1. Information 11
§ 1. Concept of information 11
§ 2. Provision of information, languages, coding 15
§ 3. Measurement of information. Alphabetical approach 21
§ 4. Measurement of information. Content approach 26
§ 5. Representation of numbers in a computer 34
§ 6. Representation of text, images and sound in a computer 43
Chapter 2. Information Processes 53
§ 7. Storage of information 53
§ 8. Transfer of information 59
§ 9. Information processing and algorithms 64
§ 10. Automatic processing of information 69
§ 11. Information processes in the computer 74
Chapter 3. Programming information processing 86
§ 12. Algorithms and quantities 86
§ 13. Structure of algorithms 92
§ 14. Pascal - structured programming language 99
§ 15. Elements of the Pascal language and data types 105
§ 16. Operations, functions, expressions 110
§ 17. Assignment operator, data input and output 116
§ 18. Logical values, operations, expressions 123
§ 19. Programming Branches 132
§ 20. An example of a phased development of a program for solving problem 136
§ 21. Programming cycles 142
§ 22. Nested and iterative loops 150
§ 23. Auxiliary algorithms and subroutines 155
§ 24. Arrays 163
§ 25. Organization of data input and output using files 169
Section 26. Typical tasks array processing 175
Section 27. Character data type 181
§ 28. Strings of characters 185
§ 29. Combined data type 190
Workshop 197
Practical work for chapter 1 "Information" 197
Practical work for Chapter 2 "Information Processes" 215
Practical work for chapter 3 "Programming information processing" 231
Answers to tasks of practical work 263

Studying any school subject can be compared to building a house. Only this house is not made up of bricks and concrete slabs, but of knowledge and skills. Building a house starts with a foundation. It is very important that the foundation is solid, because the rest of the structure rests on it. The foundation for the "Computer Science 10-11" course is the knowledge and skills that you have acquired by studying the computer science course in basic school in grades 7-9. You no longer need to explain what a computer is and how it works; what information the computer can work with; what is a computer program and software; what is information technology. In the course of computer science at the basic school, you got an idea of ​​how information is stored in the computer's memory, what an algorithm is, an information model. You have learned how to handle a keyboard, mouse, disks, printer; work in an operating system environment; got basic skills in working with text and graphic editors, databases and spreadsheets... All this knowledge and skills you will need while studying the course "Informatics 10-11".

The textbook is intended for studying the course of informatics at the basic level in 10 classes of educational institutions. The content of the textbook is based on the computer science course studied in basic school (in grades 7-9). The textbook examines the theoretical foundations of computer science: the concept of information, information processes, measurement of information, coding and processing of information in a computer. The principles of structural programming techniques, the Pascal programming language are presented. The textbook includes a workshop, the structure of which corresponds to the content of the theoretical section of the textbook.
The textbook is included in the educational and methodological kit, which also includes a textbook for grade 11, a methodological manual for a teacher, and an electronic application.

Information concept.
Probably the hardest question in computer science is "What is information?" There is no single answer to it. The meaning of this concept depends on the context (content of the conversation, text) in which it is used.

In a basic school computer science course, information was viewed in different contexts. From the point of view of a person, information is the content of messages, this is the most diverse information that a person receives from the world around him through his senses. From the totality of information received by a person, his knowledge about the world around him and about himself is formed.

Talking about a computer, we said that a computer is a universal software-controlled automaton for working with information. In this context, the meaning of the information is not discussed. Sense is the value that a person attaches to information. The computer, on the other hand, works with bits, with binary codes... The computer is not able to delve into their "meaning". Therefore, it is more correct to call the information circulating in computer devices data. Nevertheless, colloquially, in the literature, it is often said that the computer stores, processes, transmits and receives information. Nothing wrong with that. You just need to understand that in the "computer context" the concept of "information" is identified with the concept of "data".

Table of contents
Introduction
Chapter 1. Information
§one. Information concept
§2. Information provision, languages, coding
§3. Measuring information. Alphabetical approach
§4. Measuring information. Content approach
§5. Representing numbers in a computer
§6. Representing text, images and sound in a computer
Chapter 2. Information Processes
§7. Data storage
§eight. Transfer of information
§9. Information processing and algorithms
§10. Automatic information processing
§eleven. Information processes in the computer
Chapter 3. Programming information processing
§12. Algorithms and quantities
§thirteen. Algorithm structure
§14. Pascal structured programming language
§15. Pascal elements and data types
§sixteen. Operations, functions, expressions
§17. Assignment operator, data input and output
§eighteen. Boolean values, operations, expressions
§nineteen. Branching programming
§twenty. An example of a step-by-step development of a program for solving a problem
§21. Cycle programming
§22. Nested and iteration loops
§23. Helper algorithms and routines
§24. Arrays
§25. Organization of data input and output using files
§26. Typical Array Processing Tasks
§27. Character data type
§28. Character strings
§29. Combined data type
Workshop
Practical work for chapter 1 "Information"
Practical work for Chapter 2 "Information Processes"
Practical work for chapter 3 "Programming information processing"
Answers to tasks of practical work.

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Informatics and ICT. A basic level of. Textbook for grades 10-11. Semakin I.G., Henner E.K.

8th ed. - M .: 2012 .-- 246With. 5th ed. - M .: 2009 .-- 246With.

The textbook is intended for studying a specialized course in informatics and ICT in grades 10-11 of general education institutions at the basic level. The content of the textbook is based on the computer science course studied in grades 8-9. Basic concepts: information processes, information systems, information models, information technology. Considered Computer techologies implementation of information processes, work with information systems and models. Attention is paid urgent problems social informatics.

Format: pdf(2012 , 246s.)

The size: 7.2 MB

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Format: pdf (2009 , 246s.)

The size: 16.8 Mb

Watch, download: docs.google.com ;

Table of contents
Introduction 5
Chapter 1. Information 9
§ 1. Concept of information 9
§ 2. Presentation of information, languages, coding 13
§ 3. Measurement of information. Volumetric approach 17
§ 4. Measurement of information. A meaningful approach 21
Chapter 2. Information Processes in Systems 25
§ 5. What is system 25
§ 6. Information processes in natural and artificial systems 32
§ 7. Storage of information 38
§ 8. Transfer of information 42
§ 9. Information processing and algorithms 46
§ 10. Automatic processing of information 50
§eleven. Finding Data 54
§ 12. Protection of information 60
Chapter 3. Information Models 67
§ 13. Computer information modeling 67
§ 14. Data structures: trees, networks, graphs, tables 70
§ 15. An example of a data structure - models subject area 80
§ 16. Algorithm as a model of activity 84
Chapter 4. Software and hardware systems for the implementation of information processes 91
§ 17. Computer - universal technical system information processing.91
Section 18. Computer software 97
§ nineteen. Discrete models data in the computer. Number representation 104
§ 20. Discrete data models in a computer. Presenting Text, Graphics and Sound 112
§ 21. Development of the architecture of computing systems 119
§ 22.0 Organization of local networks 123
§ 23. Organization of global networks 129
Chapter 5. Technologies for the use and development of information systems ... 137
§ 24. The concept of an information system (IS), classification of IS. 137
§ 25. Computer Text Document as data structure 142
Section 26. The Internet as a global information system 149
Section 27. World wide Web - The World Wide Web 154
Section 28. Internet search tools 157
§ 29. Website-data hyperstructure 160
§ thirty. Geographic information systems 163
§ 31. Database - the basis of the information system 169
§ 32. Designing a multi-table database 173
§ 33. Creation of a database 178
§ 34.3 Requests as applications of the information system 184
Section 35. Logical conditions data selection 187
Chapter 6. Information Modeling Technologies 192
§ З6. Modeling of dependencies between quantities 192
Section 37. Statistical forecasting models 196
§ 38. Modeling correlation dependences 203
§ 39. Models of optimal planning 207
Chapter 7. Fundamentals of Social Informatics 213
Section 40. Informational resources 213
Section 41. Information Society 218
Section 42. Legal regulation in the information sphere 229
Section 43 Information Security Problem. 231
Brief curriculum vitae 234
Index 243

KRASNY SULIN

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION

SECONDARY EDUCATIONAL SCHOOL № 2

I approve:

Director of MBOU Secondary School No. 2

L.G. Parkhomenko

Etc. ОУ № ___ dated ________

Working curriculum

oninformatics

General education level (class): secondary general education, grade 10

Number of hours:_69

Program implementation period:2014-2015 academic year

Name of teacher:Yukin Sergey Viktorovich

Compiled on the basis of:

an approximate program of secondary (complete) general education, taking into account the requirements of the federal component of the state standard of secondary (complete) general education using recommendations author's program I. G. Semakina, M.: BINOM. Knowledge Laboratory, 2011.

EXPLANATORY NOTE

The Informatics and ICT course is a basic general education course taught in grades 10-11. This training course is mastered by students after studying the basic course "Informatics and ICT" in basic school (in grades 8-9).

Normative acts and educational and methodological documents, on the basis of which the work program was developed:

Federal Law No. 273-FZ "On education in Russian Federation"(Clause 3, Article 28, Clause 6. Article 28, Clause 9, 10, Article 2);

Federal component of the state standard of general education (hereinafter FCGSOO), approved by the order of the Government of the Russian Federation dated December 29, 2001, No. 1756-r and approved by order of the Ministry of Education of Russia dated March 05, 2004 No. 1089;

Federal State Educational Standard of General Education

Letter from the Ministry of General and vocational education Rostov region No. 24 / 4.1.1-4851-m dated 08.08.2014. "On the approximate procedure for approval and the approximate structure of work programs";

Order of the Ministry of General and Vocational Education of the Rostov Region dated 04/30/2014. No. 263 "On approval of the approximate curriculum for educational institutions of the Rostov region for the 2014-2015 academic year"

Charter MBOU Secondary School No. 2;

School educational program;

Position O work program training courses, subjects, disciplines (modules) implemented by the school;

An approximate program of secondary (complete) general education in computer science and information technology. M.: BINOM. Knowledge Laboratory, 2011.

The work program is built on the basis of an educational and methodological package, which includes:

Semakin I. G. Informatics and ICT. Basic level: Textbook for grades 10 - 11 / I. G. Semakin, E. K. Henner. - M .: BINOM. Knowledge laboratory, 2010.

Set of digital educational resources(CRC)

Place academic subject in the curriculum

In accordance with curriculum schools for the course of informatics and ICT in grade 10 are given 2 hours a week. In connection with the Decree of the Government of the Russian Federation of August 27, 2014 No. 610 "On the transfer of days off in 2015" and in accordance with the school's schedule, the computer science and ICT course in grade 10 will be implemented in 69 hours.

Implementation period curriculum- 2014-2015 account. year.

general characteristics academic subject

According to the recommendations of the Ministry, the general education course of informatics of the basic level is proposed to be studied in the classes of industrial-technological, socio-economic profiles and in the classes of universal education (i.e., without a specific profile orientation). In this regard, the course is designed for the perception of students, both in the humanities and with a "natural-scientific" and technological mindset. Let us note some of the circumstances that influenced the formation of the content of the training course.

The main goal of the course is to form a generation ready to live in modern information society saturated with means of storing, processing and transmitting information based on new information technologies... Knowing how to work with the computing and information systems, databases, spreadsheets, information systems necessary in everyday life, a person acquires a new vision of the world. The training is aimed at the acquisition of knowledge by students about the structure of a personal computer, the formation of ideas about the essence of information and information processes, the development of algorithmic thinking, the acquaintance of students with modern information technologies.

Description of the value orientations of the content of the academic subject

The main objectives of the program:

systematize approaches to the study of the subject;

educate students unified system concepts related to the creation, receipt, processing, interpretation and storage of information;

teach how to use the most common application packages;

show basic techniques effective use information technologies;

to form logical connections with other subjects included in the course of basic and secondary education.

On educational and practical exercises the attention of students is drawn to compliance with the requirements of labor safety, fire safety, industrial sanitation and personal hygiene.

The program implements the following important methodological principles:

The principle of the didactic spiral... The list of the main content lines of school informatics is practically invariant to the stage of teaching the subject: in basic or high school. However, the level of their study should be different. In high school, it is higher than in main. Each section of the textbook should clearly present the addition of knowledge that students receive in comparison with what they studied in basic school.

The principle of consistency, structured material... An important didactic tool supporting this principle is the structure of the system of basic concepts that are present at the end of each paragraph (with a few exceptions).

Proactive approach to learning... Each course topic related to either theoretical issues informatics, or to ICT, supported practical assignments for students, performed on the computer.

Focus on the formation of information and communication competence(KIC) students. The transition from the level of computer literacy ( basic course) to the level of ICC occurs through the complexity of the tasks under consideration, attracting the personal life experience of students, knowledge of other school subjects. As a result of teaching the course, students should understand that mastering ICT is not an end in itself, but is a process of mastering modern instrument necessary for their life and work in an information-rich environment.

End-to-end programming line. Teaching programming is based on the introductory material on programming in Pascal studied in the 9th grade (Semakin I.G. et al. Informatics and ICT, a textbook for grade 9. Chapter 6 " Program control computer operation "). Programming is present, starting from the 1st chapter, when studying theoretical foundations informatics, in the form of examples of programs for solving problems on the topics studied. At the same time, new language tools and techniques for constructing algorithms are explained in detail.

Cross-cutting historical line. An important educational and system-forming factor in the construction of a curriculum is the presence of a historical line in it. The history of the subject area runs through all sections of the textbooks.

Support for the variability of teaching the subject. In some practical works, the distribution of tasks between students is individual in nature. In a number of works there are tasks of increased complexity (tasks with asterisks), tasks of creative content. Compulsory tasks for all are focused on the reproductive level of the student's training. The use of tasks of increased complexity allows you to achieve a creative level of learning.

The content of the subject "Informatics and ICT - 10"

Sections of the curriculum

Introduction. The structure of computer science.

Information.

1. Presentation of information.

   Measuring information.

Information processes in systems

1. Introduction to systems theory.

   Information storage and transmission processes.

   Data processing.

   Search for data.

   Data protection

Information models

1. Computer Information Modeling and Data Structures.

   Algorithm is a model of activity.

Software and hardware systems for the implementation of information processes.

1. Computer: hardware and software.

   Discrete data models in the computer.

   Multiprocessor systems and networks.

Planned learning outcomes

Topic 1. Introduction. The structure of computer science.

Students should know:

What are the goals and objectives of studying the course in grades 10-11

What parts does the subject area of ​​computer science consist of?

Topic 2.1. Information. Presentation of information

Students should know:

Three philosophical concepts of information

The concept of information in private sciences: neurophysiology, genetics, cybernetics, information theory

What is the language of information presentation; what languages ​​are there

The concepts of "encoding" and "decoding" of information

Examples of technical information coding systems: Morse code, Baudot telegraph code

The concepts of "encryption", "decryption".

Topic 2.2. Measuring information.

Students should know:

The essence of the volumetric (alphabetical) approach to measuring information

Definition of a bit with an alphabetic tz.

The relationship between the size of the alphabet and the information weight of a character (in the approximation of the equiprobability of characters)

Relationship between units of measurement of information: bit, byte, KB, MB, GB

The essence of a meaningful (probabilistic) approach to measuring information

Determining a bit from the position of the message content

Students should be able to:

Solve problems of measuring the information contained in the text, from the point of view alphabetical approach(in the approximation of equal probability of symbols)

Solve simple problems of measuring information contained in a message using a meaningful approach (in an equiprobable approximation)

Recalculate the amount of information in different units

Topic 3.1. Introduction to systems theory

Students should know:

Basic concepts of systemology: system, structure, systemic effect, subsystem

The main properties of systems: expediency, integrity

What is a "systems approach" in science and practice

How natural and artificial systems differ

What types of links operate in systems

The role of information processes in systems

Composition and structure of control systems

Students should be able to:

Give examples of systems (in everyday life, in nature, in science, etc.)

Analyze the composition and structure of systems

Distinguish between material and informational connections.

Topic 3.2. Information storage and transmission processes

Students should know:

The history of the development of information carriers

Modern (digital, computer) types of information carriers and their main characteristics

K Shannon's model of information transfer technical channels connections

Main characteristics of communication channels: transmission speed, throughput

Noise and Noise Protection Methods

Students should be able to:

Compare various digital media according to their technical properties

Calculate the amount of information transmitted through communication channels at a known transmission rate

Topic 3.3. Data processing

Students should know:

The main types of information processing tasks

The concept of an information processing performer

The concept of an information processing algorithm

What are "algorithmic machines" in the theory of algorithms

Definition and properties of an algorithmic machine control algorithm

The device and command system of the algorithmic Post machine

Students should be able to:

Create algorithms for solving simple problems to control the Post machine

Topic 3.4. Data search

Students should know:

What is "dataset", "search key" and "search term"

What is a "data structure"; what are the structures

Sequential search algorithm

Half division search algorithm

What is block search

How is the search carried out in hierarchical structure data

Students should be able to:

Search for data in structured lists, dictionaries, reference books, encyclopedias

Search in the hierarchical file structure of the computer

Topic 3.5. Data protection

Students should know:

What information needs protection

Types of threats for numerical information

Physical methods information protection

Software information protection

What is cryptography

What's happened digital signature and digital certificate

Students should be able to:

Apply measures to protect personal information on PC

Use the simplest cryptographic ciphers(in training mode)

Topic 4.1. Information models and data structures

Students should know:

Model definition

What is an information model

Computer Information Modeling Stages

What is a graph, tree, network

Table structure; basic types of tabular models

What is a multi-table data model and how tables are linked in it

Students should be able to:

Navigate graph models

Build graph models (trees, networks) based on the verbal description of the system

Build tabular models according to the verbal description of the system

Topic 4.2. Algorithm - Activity Model

Students should know:

Algorithmic model concept

Methods for describing algorithms: block diagrams, educational algorithmic language

What is Algorithm Tracing

Students should be able to:

Build control algorithms training performers

Trace the algorithm for working with values ​​by filling in the trace table

Topic 5.1. Computer: hardware and software

Students should know:

Personal computer architecture

What is a controller external device PC

Bus purpose

What is the principle of open PC architecture

The main types of PC memory

What's happened motherboard, I / O ports

Appointment additional devices: scanner, multimedia tools, network hardware and etc.

What is PC software

PC software structure

Application programs and their purpose

System software; operating system functions

What are programming systems

Students should be able to:

Select a PC configuration depending on its purpose

Connect PC devices

Make basic BIOS settings

Run in an operating system environment at the user level

Topic 5.2. Discrete data models in a computer

Students should know:

Basic principles of data representation in computer memory

Integer representation

Ranges for unsigned and signed integers

Principles of Representation of Real Numbers

Text presentation

Image presentation; color models

What is the difference between raster and vector graphics

Discrete (digital) sound representation

Students should be able to:

Get the internal representation of integers in computer memory

Calculate markup color palette by bit color value

Topic 5.3. Multiprocessor systems and networks

Students should know:

The idea of ​​parallelizing computations

What are multiprocessor computing systems; what are the options for their implementation

Purpose and topologies of local networks

Technical means local area networks (communication channels, servers, workstations)

Basic functions of a network operating system

The history of the emergence and development of global networks

What is the Internet

Internet addressing system (IP addresses, domain system names)

Ways of organizing communication on the Internet

The principle of packet data transmission and the TCP / IP protocol

The system for evaluating the planned results.

Methods of testing knowledge: oral control, written testing, practical work, didactic tests.

Verbal control, as a rule, consists in the students' answers to the teacher's questions during lessons, exams, tests. In the classroom, oral individual, group, frontal, combined polls are used. The main form of oral questioning is conversation. Various survey techniques are used: cards, games, technical means.

Written control allows you to deeply and effectively test the knowledge of students. In the written survey, manuals are used with printed base, flashcards, programmed survey. The main forms of written control are homework, classroom, independent and control work.

Practical control methods aim to test practical skills, skills of students, the ability to apply knowledge in solving specific problems. They represent conducting an experiment, solving problems, drawing up diagrams, maps, drawings, drawing up programs, etc.

Didactic tests emerged on the basis of psychological testing and programmed learning. The advantages of test control are objectivity. This kind of control removes the subjectivity of the expert - the teacher, which occurs in other methods. A didactic test is a set of standardized tasks for a specific material, which establishes the degree of mastery of it by students. When monitoring knowledge at the stage of formation of skills and abilities, questions are included in the test different levels difficulties.

First level- questions for recognition. It is convenient to represent them as alternative tests providing answers like "yes - no", "right - wrong", or tests with selective answers.

Second level- questions to reproduce or solve a problem. They are presented by tests with a free (constructive) answer or with multiple choice of it. The constructive answer is a string of arbitrary characters. The standard can be set in the form of the stem of a word or phrase.

Third level- questions on the application of knowledge when solving an atypical or modified problem. It is better to represent them as tests with a free answer or tests with selective explanations to them.

Fourth level- questions on the creative application of knowledge, solving problems that are not limited to one specific type.

Monitoring student knowledge is closely related to assessment... Moreover, it is a necessary element of student knowledge control. The general attitude of the student, his desire to study in the future, and hence the quality of the acquired knowledge depend on the objectivity of the assessment, positive motivation. When assessing knowledge, it is necessary to take into account the main quality characteristics mastering teaching material: the students' actual knowledge and skills, their completeness, strength, the ability to apply in practice in various situations, knowledge of terminology and specific methods of designation and recording. The result of the assessment depends on the presence and nature of errors made in the oral answer or in the written work. Errors, shortcomings and minor errors can be distinguished among the errors.

Error It is considered a mistake if it indicates that the student has not mastered basic knowledge and skills and their application.

TO shortcomings include errors indicating insufficiently strong mastering of basic knowledge and skills or lack of knowledge that, in accordance with the program, are not considered basic. An error is also considered a defect, which could be regarded as an error, but was made in some cases and was not allowed in other similar cases. Deficiencies include errors due to absent-mindedness or oversight, careless writing.

TO small errors include errors in oral and written speech that do not distort the meaning of the answer or decision, random mistakes, etc. The question of attributing an error to errors, deficiencies or minor errors is decided by the teacher in accordance with the requirements for the assimilation of the material at this stage of training. Errors include, for example: incorrect use of service words algorithmic language; incorrect indication of arguments and results; assigning a value of one type to a value of another type; violation of the order of command execution during the execution of the algorithm, etc. Examples of shortcomings: omission or incorrect writing of the service word of the algorithmic language; not all intermediate values ​​are described; random computational errors when checking the conditions of compound commands; careless execution of the algorithm record, etc. If the same error (defect) occurs several times, then this is considered as one error (one defect). Strikethrough and corrections should not be considered an error.

The task is considered completed flawlessly, if the content of the answer exactly corresponds to the question, indicates that the student has the necessary theoretical knowledge and practical skills, the final answer is given with the correct course of the solution and accurate design.

The task is considered unfulfilled if the student did not start its implementation or made an error in it, which is considered an error in accordance with the purpose of the work.

Positive evaluation("3", "4", "5") is exhibited when the student has shown mastery of the basic program material. A score of "5" is given on condition of an impeccable answer or in the presence of 1-2 minor errors, "4" - in the presence of 1-2 shortcomings. An unsatisfactory mark ("2") is given when the student has shown that he has not mastered the basic program material. Assessment for mastering the topic set based on all current elevations. Special weight is given to the grades on the final test or student responses in the credit session on the entire topic. When giving a thematic grade, the teacher may not take into account the current grades, if, according to the results of the thematic test work or credit is not validated by students (for example, poor grades for gaps in knowledge and skills that were then filled). Annual estimate should reflect the actual level of knowledge of the students at the end of the school year.

Calendar-thematic planning

Thematic planning

Grade 10 (2 hours a week, total 69 hours)

2. Information (8 h.)

3. Information processes in systems (14 hours)

5. Software and hardware systems for the implementation of information processes (13 hours)

6. Programming in high-level languages ​​(Pascal) (12 hours)

7. Repetition (5 hours)

Lesson planning

p / p

Topic

Theory (textbook section)

Activities

View

lesson

date

holding

1. Introduction. The structure of computer science (2 hours)

Start control.

Introduction

Working with the text of the tutorial

UKZ

3.09

TB rules.

Information concept.

UINM

5.09

2. Information (8h.)

2.1. Information. Presentation of information (3 hours, including 2 p / r)

Presentation of information, languages, coding

Working with the text of the textbook. Solving problems

KU

10.09

P / r No. 1 "Information coding"

Workshop problem book, vol. 1, section 1.2.

SCPP

12.09

P / r number 2 "Creating, editing, formatting a document"

Workshop problem book, vol. 1 (tasks from section 1)

Performance practical work

SCPP

17.09

2.2. Measurement of information (5 hours, incl. 1 p / r)

Measuring information. Volumetric approach.

Working with the text of the textbook. Solving problems

KU

19.09

Solving problems to find the amount of information

Working with the text of the textbook. Solving problems

KU

24.09

Measuring information. Content approach.

Working with the text of the textbook. Solving problems

UINM

26.09

Solving problems to find the amount of information

Working with the text of the textbook. Solving problems

KU

1.10

P / r No. 3 "Determination of the information volume and amount of information in the message"

Workshop problem book, vol. 1, section 1.3-1.4.

SCPP

3.10

Information processes in systems (14 hours)

3.1. Introduction to the theory of systems (3 hours, including 1 p / s)

What is the system.

§5 Problem book, vol. 1, section 2.1

Working with the text of the textbook.

UINM

8.10

Information processes in natural and artificial systems

§6 Problem book, vol. 1, section 2.1

Working with the text of the textbook. Solving problems

KU

10.10

P / r No. 4 "Construction information model systems "

Problem book, section 2.1

Practical work

SCPP

15.10

3.2. Information storage and transmission processes

Data storage

Working with the text of the textbook.

KU

17.10

§10, problem book, section 4.4

Working with the text of the textbook. Solving problems

KU

22.10

Transfer of information

Working with the text of the textbook. Solving problems

KU

24.10

3.3. Data processing

Information processing and algorithms

§9 Problem book, section 4.3

Working with the text of the textbook. Solving problems

KU

5.11,

Automatic information processing

§10

Protection of mini-projects

KU

7.11

P / r No. 5 "Automatic data processing" (tasks 1-4)

Workshop, work 2.2 (tasks 1-4)

Practical work

SCPP

12.11

P / r No. 6 "Automatic data processing" (tasks 5-9)

Workshop, work 2.2 (tasks 5-9)

Practical work

SCPP

14.11

3.4. Data search (2h, including 1 p / r)

Data search

§eleven

Working with the text of the textbook. Solving problems

UINM

19.11

P / r No. 7 "Search and replacement of data in the document"

Workshop problem book, section 5.1.5

Practical work

SCPP

21.11

3.5. Information protection (2 hours, including 1 p / r)

Data protection

§12

Working with the text of the textbook. Solving problems

UINM

26.11

P / r No. 8 "Information protection using antivirus software»

§12

Practical work

SCPP

28.11

Information models (15 hours)

4.1. Information models and data structures (8 hours, including 2 p / r)

Computer Information Modeling

§thirteen

Working with the text of the textbook.

UINM

3.12

Data structures: trees, networks, graphs

§14

Working with the text of the textbook.

KU

5.12

P / r No. 9 "Building an information model in the form of a graph"

Workshop, work 2.4

Practical work

SCPP

10.12

Data structures: tables

§14

Working with the text of the textbook, CRC.

KU

12.12

P / r No. 10 "Building tabular information models"

Workshop, work 2.5

Practical work

SCPP

17.12

Sample Data Structure - Domain Models

§15

Working with the text of the textbook.

KU

19.12

Integrated lesson "Research of the information model of the Periodic Table of Chemical Elements"

§13 - §15

Working with the CRC. Practical work

KU

24.12

Test work for 1 half of the year

§1 - §15

Execution of control work

UKZ

26.12

4.2. Algorithm - a model of activity (7 hours, including 2 p / r)

33, 34

Algorithm as a model of activity

§16 Problem book, section 4.3

Working with the text of the textbook. Solving problems

UINM

14.01

16.01

P / r No. 11 "Building an algorithm"

Workshop problem book, section 4.2.3

Practical work

SCPP

21.01

Algorithmic executor management

Workshop problem book, section 4.2.3, 4.2.4

Introduction to the topic. Solving problems. Performing creative assignments.

23.01

P / r No. 12 "Management of a graphic artist"

Workshop, work 2.6

Practical work

SCPP

28.01

38, 39

Algorithms for working with quantities

Problem book, section 4.3

30.01, 04.02

Software and hardware systems for the implementation of information processes (13 hours)

5.1. Computer: hardware and software

Computer is a universal technical information processing system

§17

Working with the text of the textbook.

KU

06.02

P / r No. 13 "Choosing a computer configuration"

Workshop, work 2.7

Practical work

SCPP

11.02

Computer software

§eighteen

Working with the text of the textbook.

KU

13.02

P / r No. 14 " BIOS setup »

Workshop, work 2.8

Practical work

SCPP

18.02

5.2. Discrete data models in a computer

Discrete data models in the computer. Representation of numbers

§19 Problem book, section 3.1..4

Working with the text of the textbook. Solving problems

UINM

20.02

P / r number 15 "Representation of numbers"

Workshop, work 2.9

Practical work

SCPP

25.02

Discrete data models in the computer. Presentation of text, graphics, sound

§20 Problem book, section 3.1.5

Working with the text of the textbook. Solving problems

KU

27.02

P / r №16 "Presentation of texts. Compression of texts "

Workshop, work 2.10

Practical work

SCPP

04.03

P / r No. 17 "Presentation of image and sound"

Workshop, work 2.11

Practical work

SCPP

06.03

5.3. Multiprocessor systems and networks

Development of the architecture of computing systems

§21 Problem book, section 3.2

Working with the text of the textbook. Solving problems

UINM

11.03

Organization of local and global networks

§22, §23

Working with the text of the textbook.

KU

13.03

K / r on the topics "Algorithm and software and hardware systems for the implementation of information processes"

§§16-23

Verification work

UKZ

18.03

P / r №18 "Preparation of a presentation on the topic" Computer networks»»

Workshop, work 2.12

Practical work

SCPP

20.03

High Level Language Programming (Pascal)(12 hours)

Introduction to the topic. Solving problems.

KU

1.04

Programming of linear algorithms.

Workshop problem book, section 4.4.1

Introduction to the topic. Solving problems.

KU

3.04

Introduction to the topic. Solving problems.

KU

8.04

Branching Algorithm Programming

Workshop problem book, section 4.4.2

Introduction to the topic. Solving problems.

KU

10.04

Introduction to the topic. Solving problems.

KU

15.04

Programming cyclic algorithms

Workshop problem book, section 4.4.3

Introduction to the topic. Solving problems.

KU

17.04

Working with arrays

Introduction to the topic. Solving problems.

KU

22.04

Working with arrays

Workshop problem book, section 4.4.4

Introduction to the topic. Solving problems.

KU

24.04

Subroutines

Introduction to the topic. Solving problems.

KU

29.04

Subroutines

Workshop problem book, section 4.4.5

Introduction to the topic. Solving problems.

KU

6.05

String processing

Introduction to the topic. Solving problems.

KU

8.05

String processing

Workshop problem book, section 4.4.6

Introduction to the topic. Solving problems.

KU

13.05

Repetition (5 hours)

Repetition and generalization of knowledge for the course of grade 10

Repetition and generalization of knowledge for the course of grade 10. Solving problems.

UP

15.05

Final testing

UKZ

20.05

Repetition

UP

22.05

Repetition

KU

27.05

Reserve

29.05

UP - repetition lesson;

UKZ - knowledge control lesson;

UINM - a lesson in learning new material;

Ultrasound - a lesson in consolidating what has been learned;

PPP - lesson practical application knowledge;

KU is a combined lesson.

Material and technical support of the educational process

Semakin I.G., Henner E.K. Informatics and ICT. Basic level: textbook for grades 10 - 11. - M .: BINOM. Knowledge laboratory, 2010.

Informatics and ICT. Workshop problem book: in 2 volumes. Vol. 1 / L.А. Pledge, etc .; ed. I.G. Semakina, E.K. Henner. - M.: BINOM. Knowledge Laboratory, 2011.

3. Electronic tool educational purpose "Computational Mathematics and Programming"

Resources of the Unified Collection of Digital Educational Resources ( )

Operating room Windows system XP, Windows 7

Package office applications MS Office 2007, MS Office 2010

Interactive board Activ Board, computer class, printer, graphic tablets.