Computer science. Grade 10. A basic level of. Semakin I.G., Henner E.K., Sheina T.Yu.
4th ed. - M .: 2015 - 264 p.
The textbook is designed to study the computer science course on 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 tutorial covers theoretical basis informatics: 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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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
§ ten. Automatic processing 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
§ 26. Typical tasks of processing arrays 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, with databases and spreadsheets. All this knowledge and skills you will need while studying the course "Informatics 10-11".
The textbook is intended to study the course of informatics at the basic level in 10 classes of general 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
§1. 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
§nine. Information processing and algorithms
§ten. Automatic information processing
§eleven. Information processes in the computer
Chapter 3. Programming information processing
§12. Algorithms and quantities
§13. Algorithm structure
§fourteen. Pascal structured programming language
§15. Pascal elements and data types
§16. Operations, functions, expressions
§17. Assignment operator, data input and output
§eighteen. Boolean values, operations, expressions
§19. 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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WORKING PROGRAM OF THE TEACHER
oninformatics and ICT, grades 10-11
Subject, class, etc.
Considered at the meeting
pedagogical council
protocol No. ____
dated "___" ___________ 2015
20 15 - 20 16 academic year
EXPLANATORY NOTE
The course "Informatics and ICT" is a general education course of the basic level, studied in grades 10-11, mastered by students after studying the basic course "Informatics and ICT" in basic school (in grades 7-9).
According to the school's curriculum, the basic course is focused on 35 hours in grade 10 (1 hour per week) and 35 hours in grade 11 (1 hour per week).
The training course
Working programm compiled on the basis of:
1. ORDER of the Ministry of Education of the Russian Federation of 05.03.2004 No. 1089 "On the approval of the federal component of state educational standards for primary general, basic general and secondary (complete) general education."
2. Model programs of basic general education or secondary (complete) general education (2006).
3. Order of the Department of Education of TO of 24.06.2011 No. 477 "On amendments to the order of the Department of Education of the Administration of the Tula Region dated 05.06.2006 No. 626" On approval of the basic curriculum for educational institutions of the Tula Region implementing general education programs "4. Sample program on computer science and information technology for grades 10-11 (basic level), authors I.G. Semakin, E.K. Henner, T.Yu. Sheina, recommended by the Ministry of Education and Science of the Russian Federation.
The study of the course is provided by an educational and methodological complex, which includes:
Textbook:
Textbook:
Semakin I.G., Henner E.K., Sheina T.Yu. Workshop on informatics and ICT for grades 10-11. A basic level of. Computer science. Grade 11. - M .: BINOM. Knowledge laboratory, 2007.
Computer science. UMK for high school [ Electronic resource]: 10-11 grades. A basic level of. Toolkit for the teacher / M. S. Tsvetkova, I. Yu. Khlobystova. - M.: BINOM. Knowledge Laboratory, 2013.
The textbook and computer practice together ensure the fulfillment of all the requirements of the educational standard and the Model Program in their theoretical and practical components: mastering the system basic knowledge, mastering skills information activities, development and education of students, application of the experience of using ICT in various spheres of individual activity.
The EMC contains all the topics of the course that are present both in the standard and in the sample program. This quality makes the course more complete, more sustainable, designed for development. academic subject.
Information and information processes line(definition of information, measurement of information, versatility of discrete representation of information; processes of storage, transmission and processing of information in information systems; information bases management processes);
Modeling and formalization line(modeling as a method of cognition: information modeling: the main types of information models; computer study of information models from various subject areas).
Information technology line(technologies for working with text and graphic information; technologies for storing, searching and sorting data; processing technologies numerical information by using spreadsheets; multimedia technologies).
Computer communications line ( informational resources global networks, organization and information Services Internet).
Line social informatics (information resources of society, information culture, information law, Information Security)
The central concepts around which it is built methodical system course, are "information processes", "information systems", "information models", " information Technology».
From the workshop for grade 10, only two works have a direct focus on the type of PC and software: "Choosing a computer configuration" and " BIOS setup". For execution practical assignments for programming, any version of the freely distributed programming system in Pascal (ABC-Pascal, Free Pascal, etc.) can be used.
Practical work for performing in grade 11 with the Internet is focused on the use of a client program Email and a Microsoft browser. However, they can easily be adapted to other similar software products because the options used are generic. Tasks for working with a database and spreadsheets are more rigidly bound to the type of software. In the first case, the work in the MS Access DBMS environment is described, in the second - MS Excel. If necessary, the tasks of this section can be performed using other similar software tools: a relational DBMS and table processor.
The study of computer science and information technology in high school at the basic level in accordance with the new basic curriculum is aimed at achieving the following goals:
mastering the system of basic knowledge reflecting the contribution of informatics to the formation of a modern scientific picture of the world, the role of information processes in society, biological and technical systems;
mastery of skills apply, analyze, transform information models of real objects and processes, using information and communication technology(ICT), including when studying other school subjects;
development cognitive interests, intellectual and creative abilities through the development and use of informatics methods and ICT tools in the study of various academic subjects;
upbringing responsible attitude to the observance of ethical and legal norms of information activities;
gaining experience the use of information technology in individual and collective activities.
Forms of current control of knowledge, abilities, skills;
intermediate and final certification of studentsAll forms of control are designed for 10-40 minutes in duration.
Current control carried out by computer workshop in the form of practical work and practical assignments.
Thematic control is carried out upon completion of a large block (topic) in the form of control work, testing, completion of a test practical work.
The final control is carried out upon completion teaching material in the form determined by the Regulations of the educational institution - control work.
Criteria and norms for assessing knowledge, skills and abilities of students
When testing all correct answers are taken as 100%, then the mark is set in accordance with the table:
Percentage of job completion
95% or more
satisfactorily
unsatisfactory
When performing practical work and control work:
The mark also depends on the presence and nature of the errors made by the students.
gross mistake- the semantic meaning of the concept, definition is completely distorted;
error reflects inaccurate formulations indicating a fuzzy representation of the object in question;
defect- misconception about an object that does not radically affect knowledge defined by the program learning;
minor errors- inaccuracies in oral and written speech that do not distort the meaning of the answer or decision, random mistakes, etc.
The benchmark against which the knowledge of students is assessed is the mandatory minimum of the content of computer science and information technology. Require definitions from students that are not included in school course Informatics means incurring problems associated with the violation of the rights of the student ("Law on Education").
Based on the norms (five-point system) laid down in all subject areas, set the mark:
- "5" is set when all tasks are completed in full or in the presence of 1-2 minor errors;
- "4" is put in the presence of 1-2 defects or one mistake:
- "3" is placed when 2/3 of the volume of the proposed tasks is completed;
- "2" is put if significant mistakes were made, which showed that the student does not fully possess the required skills of the submitted topic (ignorance of the main program material):
- "1" - refusal to perform educational duties.
Oral survey carried out at each lesson (heuristic conversation, survey). The task of the oral questioning is not so much the assessment of students 'knowledge as the identification of problem areas in the assimilation of educational material and the fixation of students' attention on complex concepts, phenomena, and the process.
Assessment of students' oral responses
The answer is graded with a "5" if the student:
He fully disclosed the content of the material in the amount provided by the program;
Outlined the material in literate language in a certain logical sequence, accurately using the terminology of computer science as an academic discipline;
Correctly completed the drawings, diagrams accompanying the answer;
Has shown the ability to illustrate theoretical positions with specific examples;
Demonstrated the assimilation of previously studied related questions, the formation and stability of the skills and abilities used in the answer;
He answered independently without leading questions from the teacher.
One or two inaccuracies are possible when covering secondary issues or in calculations, which the student can easily correct according to the teacher's remark.
The answer is evaluated with a mark “4 ,. if the answer basically satisfies the requirements for mark "5", but at the same time has one of the disadvantages:
One or two flaws were made when covering the main content of the answer, corrected according to the teacher's remark:
A mistake or more than two shortcomings were made in the coverage of secondary issues or in calculations, easily corrected according to the teacher's remark.
Mark "3"
The content of the material is incompletely or inconsistently disclosed, but it is shown common understanding the question and demonstrated skills sufficient for further assimilation of the program material defined by this program;
Mark "2" placed in the following cases:
The main content of the educational material has not been disclosed;
Discovered ignorance or incomplete understanding by the student of a larger or most important part of the educational material;
Errors were made in the definition of concepts, when using special terminology, in drawings, diagrams, in calculations that were not corrected after several leading questions from the teacher.
Mark "1" placed in the following cases:
The student discovered a complete ignorance and misunderstanding of the studied educational material;
I could not answer any of the questions posed on the material under study;
Refused to answer the teacher's questions.
Leading Subject Teaching Methods are: explanatory and illustrative, reproductive, partly search. The elements of the following technologies are used in the lessons: student-centered learning, developmental learning technologies, project activities, technology for the development of critical thinking through reading and writing, intraclass differentiation, health-preserving technology, learning in collaboration, lecture and credit, ICT.
In order to preserve the health of students, it is planned to include elements of health-preserving technology in the lessons; to work on the formation of positive learning motivation as important factor education healthy way life; follow correct organization learning activities:
1. Strict teaching load dosage.
2. Building a lesson taking into account the dynamics, their performance.
3. Compliance with hygiene requirements ( Fresh air, optimal thermal conditions, good illumination, cleanliness).
4. Favorable emotional attitude.
LEVEL REQUIREMENTS FOR GRADUATES
As a result of studying computer science at a basic level, the student must
know / understand
The main technologies of creation, editing, design, preservation, transfer information objects of various types using modern software of information and communication technologies;
Purpose and types of information models describing real objects and processes;
Purpose and functions of operating systems;
be able to
Operate different kinds information objects, including using a computer, to correlate the results obtained with real objects;
Recognize and describe information processes in social, biological and technical systems;
Use ready-made information models, evaluate their compliance with the real object for the purposes of modeling;
Assess the reliability of information by comparing different sources;
Illustrate educational work using information technology tools;
Create information objects complex structure, including hypertext documents;
View, create, edit, save records in databases, receive necessary information at the request of the user;
To visually represent numerical indicators and the dynamics of their change using business graphics programs;
Comply with safety regulations and hygiene recommendations when using ICT tools;
Use the acquired knowledge and skills in practical activities and Everyday life for:
Effective use of information educational resources in educational activities, including self-education;
Orientation in information space, work with common automated information systems;
Automation of communication activities;
Compliance with ethical and legal standards when working with information;
Effective organization of an individual information space.
- EDUCATIONAL AND THEMATIC PLAN
| Class | Qty hours | Topic (tutorial section) | Number of hours section | Practice |
| Introduction. The structure of computer science. | ||||
| Information. | ||||
| Information processes. | ||||
| Information processing programming. | ||||
| Total: | ||||
| Introduction. | ||||
| Information systems and databases. | ||||
| Internet. | ||||
| Information Modeling. | ||||
| Social informatics. | ||||
| Total: |
Grade 10
Topic 1. Introduction. The structure of computer science. TB rules. (1 hour)
Students should know:
what are the goals and objectives of studying the course in grade 10;
ChapterI... Information. (9h. (4 + 5))
Topic 2. Concept and presentation of information. Coding languages. The choice of a way of presenting information in accordance with the task at hand.
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 "coding" and "decoding" of information;
examples of technical systems for coding information, such as Morse code, telegraphic Baudot code;
the concepts of "encryption", "decryption".
Topic 3. Measurement of information. Alphabetical and meaningful approach.
Students should know:
the essence of the volumetric (alphabetical) approach to measuring information;
defining a bit from an alphabetical point of view;
the relationship between the size of the alphabet and the information weight of the symbol (in the approximation of the equiprobability of symbols);
communication between units of measurement of information: bit, byte, KB, MB, GB;
definition of a bit from the position of the content of the message.
Students should be able to:
solve problems of measuring information contained in the text from an alphabetical point of view (in the approximation of an equal probability of the appearance of symbols in the text);
solve simple problems of measuring information contained in a message using a meaningful approach (in an equiprobable approximation);
recalculate the amount of information into different units.
Topic 4. Representation of numbers in a computer.
Students should know:
principles of data representation in computer memory;
integer representation;
ranges of representation of unsigned and signed integers;
principles of representation of real numbers.
Students should be able to:
get the internal representation of integers in the computer memory;
determine the value of the number by the internal code.
Topic 5. Presentation of text, images and sound in a computer.
Students should know:
ways to encode text in a computer;
ways of presenting images; color models;
what is the difference between raster and vector graphics;
methods of discrete (digital) sound presentation.
Students should be able to:
calculate size color palette by the value of the bit color depth;
calculate volume digital sound recording by sampling rate, coding depth and recording time.
ChapterII... Information processes. (8h. (4 + 4))
Topic 6.Data storage; choice of information storage method. Transfer of information in social, biological and technical systems.
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 transmission technical channels communication;
main characteristics of communication channels: transmission speed, bandwidth;
the concept of "noise" and methods of protection against noise.
Students should be able to:
compare different digital media by their technical properties;
calculate the amount of information transmitted through communication channels at a known transmission rate.
Topic 7. Information processing and algorithms.Features of memorization, processing and transmission of information by a person.
Students should know:
the main types of information processing tasks;
the concept of an information processing performer;
the concept of an information processing algorithm.
Students should be able to:
by the description of the command system training executor to draw up algorithms for managing its work.
Topic 8. Automatic processing of information.Information transformation based on formal rules. Algorithmization as necessary condition its automation.
Students should know:
what are "algorithmic machines" in the theory of algorithms;
definition and properties of a control algorithm for an algorithmic machine;
device and command system of Post's algorithmic machine.
Students should be able to:
to compose algorithms for solving simple problems to control the Post machine.
Topic 9. Information processes in the computer.Systems formed by interacting elements, states of elements, information exchange between elements, signals. Classification of information processes.
Students should know:
stages of the history of the development of computers;
what is von Neumann's architecture of a computer;
what are peripheral processors (controllers) used for;
personal computer architecture;
principles of supercomputer architecture.
ChapterIII... Information processing programming. (17h (6 + 11))
Topic 10. Algorithms and quantities, the structure of algorithms.
Students should know:
stages of solving a problem on a computer;
what is an algorithm executor, a system of executor commands;
what are the capabilities of a computer as an executor of algorithms;
computer command system;
classification of algorithms structures;
principles of structured programming.
Students should be able to:
describe algorithms in the flowchart language and in the educational algorithmic language;
trace the algorithm using trace tables.
Topic 11. Pascal language structured programming. Pascal language elements and data types. Operations, functions, expressions. Assignment operator, data input and output.
Students should know:
data type system in Pascal;
input and output operators;
rules for writing arithmetic expressions in Pascal;
assignment operator;
structure of the program in Pascal.
Students should be able to:
to compose programs of linear computational algorithms in Pascal.
Topic 12. Boolean values and expressions, branch programming
Students should know:
boolean data type, boolean values, logical operations;
rules for writing and calculating logical expressions;
conditional If statement;
Select case statement.
Students should be able to:
program branching algorithms using conditional operator and the branching operator.
Topic 13. Programming cycles. Nested and Interaction Loops.
Students should know:
the difference between a loop with a precondition and a loop with a postcondition;
iterative loop;
operators While loop and Repeat – Until;
a loop operator with a For parameter;
the order of execution of nested loops.
Students should be able to:
program in Pascal cyclical algorithms with a precondition, with a postcondition, with a parameter;
program iterative loops;
program nested loops.
Topic 14. Auxiliary algorithms and subroutines.
Students should know:
concepts of an auxiliary algorithm and a subroutine;
rules for describing and using function subroutines;
rules for describing and using subroutines-procedures.
Students should be able to:
highlight subtasks and describe auxiliary algorithms;
describe functions and procedures in Pascal;
write calls to functions and procedures in programs.
Topic 15. Working with arrays. Organization of data input and output using files. Typical tasks of processing arrays.
Students should know:
rules for describing arrays in Pascal;
rules for organizing input and output of array values;
regulations software processing arrays.
Students should be able to:
make up model programs array processing, such as filling an array, finding and counting elements, finding the maximum and minimum values, sorting an array, etc.
Topic 16. Working with symbolic information. Character and combined data type. Character strings.
Students should know:
rules for describing character values and character strings;
basic functions and procedures of Pascal for working with symbolic information.
Students should be able to:
decide typical tasks for processing character values and character strings.
Grade 11
Topic 1. Introduction. The structure of computer science. TB rules. (1 hour)
Students should know:
what are the goals and objectives of studying the course in grade 11;
what parts the subject area of informatics consists of.
ChapterI... Information systems and databases. (8h. (4 + 4))
Topic 2. What is a system. System models. Purpose and types of information models. Systems formed by interacting elements, states of elements, information exchange between elements, signals. The use of information models in educational and cognitive activities.
Students should know:
basic concepts of systemology: system, structure, systemic effect, subsystem;
basic properties of systems;
what is a systems approach in science and practice;
system models: black box model, composition, structural model;
the use of graphs to describe the structures of 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;
to distinguish between material and informational connections.
Topic 3. Databases.Database management systems.
Students should know:
what is a database (DB);
basic concepts of relational databases: record, field, field type, master key;
definition and purpose of the DBMS;
what is a database schema;
what is data integrity;
Students should be able to:
Topic 4. Designing a multi-tabular database.Creation, maintenance and use of databases when solving educational and practical tasks.
Students should know:
the basics of organizing a multi-tabular database;
stages of creating a multi-table database using a relational DBMS;
the structure of the request command for fetching data from the database;
Students should be able to:
create a multi-tabular database using a specific
realize simple queries to select data in the query designer;
implement queries with complex selection conditions.
Topic 5. Requests as applications information system. Logical conditions data selection.
Students should know:
organizing a query for a selection in a multi-table database;
basic logical operations used in queries;
rules for representing a selection condition in the query language and in the query designer.
Students should be able to:
create a multi-tabular database using a specific
implement simple queries to select data in the query designer;
implement queries with complex selection conditions.
ChapterII... Internet. (10h. (4 + 6))
Topic 6. Local and global computer networks... Internet as a global information system. Hardware and software for organizing computer networks.
Students should know:
the purpose of Internet communication services;
appointment information services The Internet;
what are application protocols;
Students should be able to:
work with e-mail;
extract data from file archives;
Topic 7.World Wide Web – The World Wide Web. Search information systems. Organization of information search. Description of the object for its subsequent search.
Students should know:
basic WWW concepts: web page, web server, web site, web browser, HTTP protocol, URL;
what is a search directory: organization, purpose;
what is a search index: organization, purpose.
Students should be able to:
search for information on the Internet using search directories and indexes.
Topic 8. Basics of site building. Development toolsweb-sites.Data structuring.
Students should know:
what are the tools for creating web pages;
what is the design of a website;
Students should be able to:
Topic 9. Website development " Homepage". Creating tables and lists onweb-page.
Students should know:
how to create a website;
Students should be able to:
create a simple website using the site editor.
ChapterIII... Information Modeling. (12h. (5 + 7))
Topic 10. Computer information modeling. Information (non-material) models.
Students should know:
model concept;
the concept of an information model;
stages of building a computer information model.
Topic 11. Modeling dependencies between quantities.Purpose and types of information models. Formalization of tasks from various subject areas. Basic ways to represent mathematical relationships between data. Using spreadsheets for processing numerical data (for example, tasks from various subject areas)
Students should know:
concepts: quantity, quantity name, quantity type, quantity value;
what is a mathematical model;
forms of representation of dependencies between quantities.
Students should be able to:
using spreadsheets to obtain a tabular and graphical form of dependencies between values.
Topic 12. Statistical forecasting models.The use of the basic methods of informatics and ICT tools in the analysis of processes in society, nature and technology. Assessment of the adequacy of the model to the object and the goals of modeling (using examples of tasks in various subject areas). Dynamic (spreadsheet) tables as information objects. Tools and technologies for working with tables. Purpose and principles of work of spreadsheets. ... Using spreadsheets for processing numerical data (for example, tasks from various subject areas.
Students should know:
what practical tasks are statistics used for;
what is a regression model;
how forecasting is done using a regression model.
Students should be able to:
using a spreadsheet, build regression models given types;
to carry out forecasting (value restoration and extrapolation) according to the regression model.
Topic 13. Modeling of correlation dependences.Building an information model to solve the problem. Assessment of the adequacy of the model to the object and the goals of modeling (using examples of tasks in various subject areas).
Students should know:
what is correlation dependence;
what is the correlation coefficient;
what are the capabilities of the spreadsheet processor to perform correlation analysis.
Students should be able to:
calculate the correlation coefficient between values using a spreadsheet processor (CORREL function in Microsoft Excel).
Topic 14. Optimal planning models.... Building an information model for solving the problem. Assessment of the adequacy of the model to the object and the goals of modeling (using examples of tasks in various subject areas).
Students should know:
what is optimal planning;
what are resources; how the model describes resource constraints;
what is the strategic goal of planning; what conditions can be set for it;
what is the task linear programming to find the optimal plan;
what are the possibilities of a spreadsheet processor to solve a linear programming problem.
Students should be able to:
solve the problem of optimal planning (linear programming) with a small number of planned indicators using a spreadsheet processor ("Finding a solution" in Microsoft Excel).
ChapterIV... Social informatics. (4h. (4 + 0))
Topic 15. Informational resources. .
Students should know:
what are the information resources of society;
what constitutes the market of information resources;
Topic 16. Information society. The main stages of the formation of the information society.
Students should know:
what is related to information services;
what are the main features of the information society;
causes information crisis and ways to overcome it;
what changes in everyday life, in the field of education will occur with the formation of the information society.
Topic 17.. Legal regulation v information sphere. Ethical and legal norms of human information activities.
Students should know:
Students should be able to:
Topic 18. Problem information security. Ethical and legal norms of human information activities. Protection of information.
Students should know:
main legislative acts in the information field;
the essence of the Doctrine of information security of the Russian Federation.
Students should be able to:
comply with basic legal and ethical standards in the information sphere of activity.
LIST OF EDUCATIONAL AND METHODOLOGICAL SUPPORT
Educational-methodical kit for students
Computer science. Basic level: textbook for grade 10 / I. G. Semakin, E. K. Henner, T. Yu. Sheina.-4th ed.- M .: BINOM. Knowledge laboratory, 2015.
Computer science. Basic level: textbook for grade 11 / I. G. Semakin, E. K. Henner, T. Yu. Sheina.-4th ed.- M .: BINOM. Knowledge laboratory, 2015.
Educational-methodical kit for the teacher
Informatics and ICT. Basic level: workshop for grades 10-11 / I. G. Semakin, E. K., Henner, T. Yu. Sheina - M .: BINOM. Knowledge Laboratory, 2013.
Computer science. Basic level: textbook for grade 11 / I. G. Semakin, E. K. Henner, T. Yu. Sheina.-4th ed.- M .: BINOM. Knowledge laboratory, 2015.
Computer science. Basic level: textbook for grade 10 / I. G. Semakin, E. K. Henner, T. Yu. Sheina.-4th ed.- M .: BINOM. Knowledge laboratory, 2015.
Technical training aids
Audio output devices - headphones for individual work with sound information, speakers for sounding the whole class
Local computing network
interactive board
A computer
Projector
4. Software
1. Operating room Windows system XP
2. Antivirus program Kaspersky Anti-Virus 6.0.3. 837
4. Integrated office applicationМs Office 2007
5. Multimedia player
7. Post's Algorithmic Machine
BIBLIOGRAPHY
Informatics and ICT. Basic level: workshop for grades 10-11 / I. G. Semakin, E. K., Henner, T. Yu. Sheina - M .: BINOM. Knowledge Laboratory, 2013.
Computer science. Basic level: textbook for grade 11 / I. G. Semakin, E. K. Henner, T. Yu. Sheina.-4th ed.- M .: BINOM. Knowledge laboratory, 2015.
Computer science. Basic level: textbook for grade 10 / I. G. Semakin, E. K. Henner, T. Yu. Sheina.-4th ed.- M .: BINOM. Knowledge laboratory, 2015.
Computer science. Problem book-workshop in 2 volumes. Ed. I.G. Semakin, E.K. Henner. - M .: Laboratory of Basic Knowledge, 2012.
Computer science. EMC for high school [Electronic resource]: 10-11 grades. A basic level of. Methodical guide for teachers / M. S. Tsvetkova, I. Yu. Khlobystova. - M.: BINOM. Knowledge Laboratory, 2013.
Semakin I.G., Henner E.K. Computer science. Grade 10. - M .: BINOM. Knowledge laboratory, 2004.
Semakin I.G., Henner E.K. Informatics. 11 class. - M .: BINOM. Knowledge laboratory, 2004.
Computer science. EMC for high school [Electronic resource]: 10-11 grades. A basic level of. Methodical guide for teachers / M. S. Tsvetkova, I. Yu. Khlobystova. - M.: BINOM. Knowledge Laboratory, 2013.
OH. Shepeleva, Lesson developments in computer science. Grades 10-11, Moscow, "VAKO", 2009.
O. L. Sokolov. Lesson-less developments in computer science. Grade 10, Moscow, "VAKO", 2006.
Internet resources
www. edu- "Russian education" Federal portal.
www. school. edu- "Russian educational portal".
www.school-collection.edu.ru Unified collection of digital educational resources
www.it-n.ru"Creative Teachers Network"
http://fcior.edu.ru Electronic form textbooks
http://metodist.lbz.ru Methodological support for teachers of the BINOM Knowledge Laboratory
The textbook is included in the EMC "Informatics and ICT" for grades 10-11 (basic level). Complies with the federal component of the state educational standard. The content of the textbook is based on the basic 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.
The teaching materials for grades 10-11 also include a workshop and a methodological guide.
§1 Concept of information
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.
V basic course informatics and ICT information was viewed in different contexts. From the perspective of a person, information is the content of messages, it 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.
Table of contents
Introduction.
Chapter 1. Information.
§ 1. The concept of information.
§ 2. Presentation of information, languages, coding.
§ 3. Measurement of information. Volumetric approach.
§ 4. Measurement of information. Content approach.
Chapter 2. Information processes in systems.
§ 5. What is the system.
§ 6. Information processes in natural and artificial systems.
§ 7. Storage of information.
§ 8. Transfer of information.
§ 9. Information processing and algorithms.
§ 10. Automatic processing of information.
§ 11. Data retrieval.
§ 12. Protection of information.
Chapter 3. Information models.
§ 13. Computer information modeling.
§ 14. Data structures: trees, networks, graphs, tables.
§ 15. An example of a data structure - models subject area.
§ 16. Algorithm as a model of activity.
Chapter 4. Software and hardware systems for the implementation of information processes.
§ 17. Computer universal technical system information processing.
§ eighteen. Software computer.
§ 19. Discrete models data on the computer. Representation of numbers.
§ 20. Discrete data models in a computer. Presentation of text, graphics and sound.
§ 21. Development of architecture computing systems.
§ 22. Organization local area networks.
§ 23. Organization of global networks.
Chapter 5. Technologies for the use and development of information systems.
§ 24. The concept of an information system (IS), classification of IS.
§ 25. Computer Text Document as a data structure.
§ 26. Internet as a global information system.
§ 27. World Wide web- The World Wide Web.
§ 28. Internet search tools.
§ 29. Web site - hyper data structure.
§ thirty. Geographic information systems.
§ 31. Database is the basis of the information system.
§ 32. Designing a multi-tabular database.
§ 33. Creation of a database.
§ 34. Requests as applications of the information system.
§ 35. Logical conditions of data selection.
Chapter 6. Technology information modeling.
§ 36. Modeling dependencies between quantities.
§ 37. Statistical forecasting models.
§ 38. Modeling of correlation dependences.
§ 39. Models of optimal planning.
Chapter 7. Fundamentals of Social Informatics.
§ 40. Information resources.
§ 41. Information Society.
§ 42. Legal regulation in the information field.
§ 43. The problem of information security.
Brief curriculum vitae.
Subject index.
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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. Computer technologies for the implementation of information processes, work with information systems and models are considered. Attention is paid to topical problems of social informatics.
Format: pdf(2012 , 246s.)
The size: 7.2 MB
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Format: pdf (2009 , 246s.)
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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. Example data structure - domain models 80
§ 16. Algorithm as a model of activity 84
Chapter 4. Software and hardware systems for the implementation of information processes 91
§ 17. Computer is a universal technical information processing system. 91
Section 18. Computer software 97
§ 19. Discrete data models in a 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 - World Wide Web 154
Section 28. Internet search tools 157
§ 29. Website-data hyperstructure 160
§ 30. 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
§ 35. Logical conditions of 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. Information resources 213
Section 41. Information Society 218
Section 42. Legal regulation in the information field 229
Section 43 Information Security Problem. 231
Curriculum Vitae 234
Index 243
