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Sample Solution Manual For Problem Solving and Programming Concepts 9E 9th Edition Maureen Sprankle Jim Hubbard

Unit 1 of the document introduces students to problem solving skills and basic programming concepts needed for the rest of the course. These concepts include steps for problem solving, data types, and operators. The unit also introduces problem solving tools like charts and algorithms. When students complete the first 3 chapters, they will learn about 4 logic structures in Unit 2. The document also provides teaching suggestions like having students work in groups to help cement concepts. It describes the "jigsaw" group learning method and notes that students approach problem solving differently by either looking at the whole problem or individual parts first.

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933 views

Sample Solution Manual For Problem Solving and Programming Concepts 9E 9th Edition Maureen Sprankle Jim Hubbard

Unit 1 of the document introduces students to problem solving skills and basic programming concepts needed for the rest of the course. These concepts include steps for problem solving, data types, and operators. The unit also introduces problem solving tools like charts and algorithms. When students complete the first 3 chapters, they will learn about 4 logic structures in Unit 2. The document also provides teaching suggestions like having students work in groups to help cement concepts. It describes the "jigsaw" group learning method and notes that students approach problem solving differently by either looking at the whole problem or individual parts first.

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home123
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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Unit 1: Introduction to Problem Solving and Programming

Unit 1 is designed to introduce the student to problem solving skills and basic programming concepts
required for the rest of the book. These concepts include the steps used in problem solving and numerical con-
cepts such as constants and variables, data types, operators, hierarchy of operations, expressions, and equa-
tions. Chapter 3 introduces the problem solving tools used in the book, which include
1. The Problem Analysis Chart (PAC)
2. The Interactivity Chart (Structure Chart)
3. The IPO Chart
4. The Algorithms
5. The Flowcharts
When the students have completed these three chapters, they are ready to learn about the four logic
structures presented in Unit 2.

Some Teaching Suggestions


Beginning problem solving students learn problems solving skills faster and with less frustration when
working with one or two other people. The old adage “two heads are better then one” really is true for these
students. Working in groups about once a week helps to cement the concepts presented in class. A problem
presented to the class and solved in a group allows the students to go through the thinking process with the
help of other students. Students working in study groups outside of class also helps. Students who work to-
gether are, for the most part, the most successful in learning problem solving skills.
The “jigsaw” method of group learning also works very well with beginning problem solving students. This
can be fun for the students, along with a change in the regular methods of learning. This method allows a stu-
dent “expert” to teach a concept to a peer group. The steps to complete this exercise are:
1. Divide the lesson to be learned into categories or concepts—one category for each “Expert Group”.
2. Divide the class into as many groups as the are expert categories.
3. Give each group a category. These groups become the Expert Groups. The students learn their
category as thoroughly as possible.
4. Peer groups are then formed by taking one person from each of the Expert Groups to form a Peer
Group.
5. Each person in the Peer Group teaches the rest of the group about their category.
6. Each person then takes a test over the categories, and the Peer Group which has the highest average
score wins.
Students differ in the way they look at designing a solution to a problem. Some have to look at the whole
problem and then break the solution into parts or modules. Other students need to look at the individual types
of modules before putting them together for the total solution. It is important to present a solution in both ways.
One way to do this is to present the whole solution, break the whole into modules, discuss the modules, and
then put the modules back together again.

5
6
Chapter 1: General Problem Solving Concepts
Students need to realize that problem solving skills are used in everyday life as well as with a computer.
Since the students are familiar with everyday problems, the course should start by identifying and developing solu-
tions to these problems using the six problem solving steps. These everyday problems deal with people since they
have a broad and expandable knowledge base. Problem Two at the end of the chapter presents some problems
which the student can develop a solution and then check with another student. Though the use of Otto the Robot
in Appendix A, the students can relate these same problem solving steps using a limited knowledge base. Associ-
ated with the nstructor's Manual you will nd a simulator for OTTO the Robot. The solutions to these problems can
be developed and tested in groups. This should lead to the fact that all work on a computer deals with a limited
knowledge base.

Lecture Outline
I. Introduction to class
II. Six steps in problems solving:
A. Identify the problem
B. Understand the problem
C. Identify alternative ways to solve the problem
D. Select the best way to solve the problem
E. List instructions that enable you to solve the problems using the selected solution
F. Evaluate the solution
III. Types of problems:
A. Algorithmic
B. Heuristic
IV. Problem solving with other humans vs problem solving with computers
A. Terminology
1. solution
2. results
3. program
B. Why do we as humans have problems with problem solving?
C. Use one of the tasks in problem one to illustrate problem solving with another English speaking
human. The students should write the set of instructions and then test the instructions in a
group situation.
D. Use Appendix A with Otto the Robot to narrow the vocabulary and move into problem solving with
computers. Associated with the Instructor's Manual you will nd a simulator for OTTO the Robot. You
may want to use it to demonstrate how Otto works and/or you may want to have the students test
some of the instructions and try out their solutions to see if they work. You will need to install the
program on your computer and/or the student's computers.

7
Solutions to Questions and Problems
Questions:
1. See page 3-4 in text.

2. An Algorithmic solution is a series of direct actions taken to solve a problem.

3. Each student will have different answers. Some typical answers are:
a. balancing a checkbook
b. putting a bicycle together
c. baking a cake

4. A HEURISTIC solution to a problem requires knowledge, experience, trial and error.

5. Each student will have different answers. Some typical answers are:
a. raising a child
b. making money on the stock market
c. creating a compromise

6. Each student will have different answers. Some typical answers are:
a. Financial planning
b. Address book
c. Writing reports

7. See section on Problem Solving Steps.

Problems:
1. Each student’s answer will be different according to the problem they selected. Correct the problem ac-
cording to what should be contained in each step.

2. Each student’s answer may be a modi cation of these solutions. The main thing to look for is the correla-
tion between the knowledge base and the instructions. There are certain assumptions the student may
make, such as the language spoken. These are excellent problems for students to develop in a group.
a. Make a cup of cocoa:
Knowledge Base: cup, milk, cocoa mix, spoon, microwave, how to pour liquid into a cup
Instructions:
1.) open cocoa mix
2.) pour cocoa mix into a cup
3.) ll cup with milk to 1 inch of top
4.) stir with spoon until dissolved
5.) heat in microwave for 2 minutes

b. Sharpen a pencil.
Knowledge base: pencil, pencil sharpener, sharp point, turn a handle
Instructions:
1.) go to a pencil sharpener
2.) put unsharpened end of the pencil in the hole in the side or top of pencil sharpener
3.) turn handle
4.) check to see if the pencil has a sharp point every 5 turns
5.) remove pencil and use

c. Walk from the classroom to the student lounge, your dorm, or the cafeteria.
This problem will have a different solution, depending upon the campus where the student attends
classes.

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