Tamayo, Mark Robert a - Pts Portfolio

7/30/2019 Tamayo, Mark Robert a - Pts Portfolio

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Data Gathering Instrument for Trainees Characteristics

Please answer the following instrument according to the characteristicsdescribed below. Encircle the letter of your choice that best describes you as alearner. Blank spaces are provided for some data that need your response.

Characteristics of learners

Language, literacy

and numeracy(LL&N)

Average grade in:

English

a. 95 and above

b. 90 to 94

c. 85 to 89

d. 80 to 84

a. 75 to 79

Average grade in:

Math

a. 95 and above

b. 90 to 94

c. 85 to 89

d. 80 to 84

e. 75 to 79

Cultural and

language

background

Ethnicity/culture:

a. Ifugao

b. Igorot


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Characteristics of learners

f. Diabetesg. Others(please specify) ___________________

Previous

experience with

the topic

Certificates

a. Microsoft Certified Professionalb. Java Certified Programmer

Number of years as a programmer ______

Previous learning

experience

List down trainings related to Software Development

______________________________________________________

___________________________

Training Level

completed

National Certificates acquired and NC level

___________________________

___________________________

Special coursesOther courses related to Software Development

a. Units in educationb. Masters degree units in educationc. Others(please specify) _________________________

Learning styles a. Visual - The visual learner takes mental pictures ofinformation given, so in order for this kind oflearner to retain information, oral or written,


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Multiple Intelligences Survey 1999 Walter McKenzie, The One and Only Surfaquarium

http://surfaquarium.com/MI/inventory.htm

Part IComplete each section by placing a 1 next to each statement you feelaccurately describes you. If you do not identify with a statement, leave thespace provided blank. Then total the column in each section.

Section 1

1_____ I enjoy categorizing things by common traits_____ Ecological issues are important to me1_____ Hiking and camping are enjoyable activities_____ I enjoy working on a garden1_____ I believe preserving our National Parks is important1_____ Putting things in hierarchies makes sense to me_____ Animals are important in my life_____ My home has a recycling system in place

_____ I enjoy studying biology, botany and/or zoology1_____ I spend a great deal of time outdoors5_____TOTALfor Section 1

Section 21 I easily pick up on patterns
http://surfaquarium.com/MI/inventory.htmhttp://surfaquarium.com/MI/inventory.htmhttp://surfaquarium.com/MI/inventory.htm


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Section 41_____ It is important to see my role in the big picture of things

1_____ I enjoy discussing questions about life1_____ Religion is important to me

_____ I enjoy viewing art masterpieces1_____ Relaxation and meditation exercises are rewarding1_____ I like visiting breathtaking sites in nature_____ I enjoy reading ancient and modern philosophers1_____ Learning new things is easier when I understand their value_____ I wonder if there are other forms of intelligent life in the universe

_____ Studying history and ancient culture helps give me perspective6_____TOTALfor Section 4

Section 51_____ I learn best interacting with others

1_____ The more the merrier1_____ Study groups are very productive for me

_____ I enjoy chat rooms_____ Participating in politics is important_____ Television and radio talk shows are enjoyable

1_____ I am a team player1_____ I dislike working alone1_____ Clubs and extracurricular activities are fun

I tt ti t i l i d


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Section 7_____ I enjoy reading all kinds of materials

1_____ Taking notes helps me remember and understand_____ I faithfully contact friends through letters and/or e-mail

_____ It is easy for me to explain my ideas to others_____ I keep a journal_____ Word puzzles like crosswords and jumbles are fun_____ I write for pleasure_____ I enjoy playing with words like puns, anagrams and spoonerisms_____ Foreign languages interest me

_____ Debates and public speaking are activities I like to participate in1_____TOTALfor Section 7

Section 81_____ I am keenly aware of my moral beliefs

1_____ I learn best when I have an emotional attachment to the subject1_____ Fairness is important to me

1_____ My attitude effects how I learn_____ Social justice issues concern me1_____ Working alone can be just as productive as working in a group

1_____ I need to know why I should do something before I agree to do it1_____ When I believe in something I will give 100% effort to it1_____ I like to be involved in causes that help others

I illi t t t i titi t i ht


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Part IINow carry forward your total from each section and multiply by 10 below:

Section TotalForward

Multiply Score

1 5 x 10 50

2 6 x 10 60

3 10 x 10 100

4 6 x 10 60

5 6 x 10 60

6 6 x 10 60

7 1 x 10 10

8 8 x 10 80

9 8 x 10 80

Part IIINow plot your scores on the bar graph provided:

100 100

9080 80 80

70

60 60 60 60 60

50 50

40


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FORM 1.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or

information which is essential in planning training sessions. Please

check the appropriate box of your answer to the questions below.

CORE COMPETENCIES

CAN I? YES NO

1. Design program logic

1.1 Select program logic design approach?

1.2 Document the program logic design?

1.3 Validate the design?

2. Apply program development approach?


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CORE COMPETENCIES

CAN I? YES NO

3.5 Test code?

Note: In making the Self-Check for your Qualification, all required

competencies should be specified. It is therefore required of a Trainer to

be well-versed of the CBC or TR of the program qualification he is

teaching.


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Evidences/Proof of Current Competencies

Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation

Current

competencies

Proof/Evidence Means of validating

Design Program

Logic

Certificate of Achievement /

Recognition (from IT related

courses/programs/trainings)

Certificate of Employment

(with IT related positions)

Programmers System developers System engineers

System analyst System designer Encoder

Contact previous employer

verify the authenticity of the

document


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Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 1.1) and the evidences of

current competencies (Form 1.2), the Trainer will be able to identify what the training

needs of the prospective trainee are.

Form 1.3 Summaries of Current Competencies versus Required Competencies

Required Units of

Competency/Learning

Outcomes based on CBC

Current Competencies Training

Gaps/Requirements

1. Design Program Logic

1.1 Select the program

logic design approach

Select the program logic

design approach

1.2 Document theprogram logic ordesign

Document the program

logic or design

1 3 Validate the design Validate the design


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4.4 Document Activities Document Activities

4.5 Test Code Test Code


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Using Form No.1.4, convert the Training Gaps into a Training Needs/Requirements. Refer to the CBC in identifying the Module Title or Unit of

Competency of the training needs identified.Form No. 1.4: Training Needs

Training Needs

(Learning Outcomes)

Module Title/Module of

Instruction

Apply basic language syntax and layout 1. Apply Object-OrientedProgram Language Skills

Apply basic OO principles in the target

language

Debug code

Document activities

Test code


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Session Plan

Sector : Information and Communications Technology (ICT) Sector

Qualification Title : Programming NC IV

Unit of Competency : Apply Object-Oriented Program Language Skills using JAVA Programming Language

Module : Applying Object-Oriented Program Language Skills using JAVA Programming Language

Learning Outcomes:

1. Apply basic language syntax and layout

2. Apply basic OO principles in the target language (JAVA)

3. Debug JAVA Codes

4. Document Activities

5. Test JAVA Codes

A. Introduction

This unit of competency covers the knowledge, skills and attitudes in programming tasks using an object oriented programming language competence includes tool usage,documentation, debugging and testing techniques in support of the programming activities

B. Learning Activities

LO 1: Apply basic language syntax and layout

Learning Content MethodsPresentation

Practice Feedback Resources Time

Semantics and Syntax Modular self-paced

ReadInformationSheet 3.1-1

AnswerSelf-Check 3.1-1

Compareanswers toAnswer Key 3.1-1

CBLM 1 HR

Elements of a JAVA

Programming Language

Modular self-

paced

Read

InformationSheet 3.1-2

Answer

Self-Check 3.1-2

Compare

answers toAnswer Key 3.1-2

CBLM 6 HRS

Practice PerformTask Sheet 3.1-2

Evaluateyourwork usingPerformanceCriteria

Computer

Package w/ Java

Program Installed,


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Checklist 3.1-2 Project Sheet 3.1-

2

Control Statements in JAVAProgramming Language

Modular self-paced




CBLM 15 HRS


Evaluateyourwork using

PerformanceCriteriaChecklist 3.1-3

Computer

Package w/ Java

Program Installed,

Project Sheet 3.1-

3

Arrays in JAVA ProgrammingLanguage

Modular self-paced




CBLM 3 HRS


Evaluateyourwork usingPerformanceCriteriaChecklist 3.1-4

Computer

Package w/ Java

Program Installed,

Project Sheet 3.1-

4

LO 2: Apply basic OO principles in the target language (JAVA)



Principles of Object-OrientedProgramming Language

Modular self-paced

Read informationsheet 3.2-1

Answer self-check 3.2-1

Comparer toanswer key 3.2-1

CBLM 1 HR

Apply principle ofEncapsulation on JAVAPrograms

Modular self-paced




CBLM 2 HRS



Computer

Package w/ Java

Program Installed,

Project Sheet 3.2-

2 Apply principle of Inheritance

on JAVA Programs Modular self-

paced Read information

sheet 3.2-3 Answer self-

check 3.2-3 Comparer to

answer key 3.2-3CBLM 2 HRS


Evaluateyourwork usingPerformance

Computer

Package w/ Java

Program Installed,


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CriteriaChecklist 3.2-3

Project Sheet 3.2-

3

Apply principle ofPolymorphism on JAVAPrograms

Modular self-paced




CBLM 2 HRS




Computer

Package w/ Java

Program Installed,

Project Sheet 3.2-

2

Use Forms in JAVA Modular self-paced




CBLM 2 HRS



Computer

Package w/ Java

Program Installed,

Project Sheet 3.2-

2

LO 3: Debug Code

Learning Content Methods Presentation Practice Feedback Resources Time

Errors Handling Modular self-paced




CBLM 1 HR



Computer

Package w/ Java

Program Installed,

Project Sheet 3.3-

1

Debugging Options Modular self-paced




CBLM 1 HR




Computer

Package w/ JavaProgram Installed,

Project Sheet 3.3-

2

Procedures in debugging andediting the program

Modular self-paced




CBLM 1 HR


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Compiling the Program Modular self-paced




CBLM 1 HR

LO 4: Document Activities



Documentation Techniques Modular self-paced




CBLM 1 HR

Program and DocumentationStandards

Modular self-paced




CBLM 1 HR



Computer

Package w/ Java

Program Installed,

Project Sheet 3.4-

2

Internal DocumentationTechniques

Modular self-paced




CBLM 1 HR




Computer

Package w/ JavaProgram Installed,

Project Sheet 3.4-

3

LO 5: Test Code



Testing Techniques Modular self-paced




CBLM 1 HR




Computer

Package w/ Java

Program Installed,Project Sheet 3.5-

1

Program and DocumentationStandards

Modular self-paced




CBLM 1 HR


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User Manual Modular self-paced




CBLM 1 HR

Printing Documents of thePrograms

Modular self-paced




CBLM 1 HR

C. Assessment Plan

Written Test:

Performance Test:

D. Teachers Self-Reflection of the Session


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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL

List of Competencies

M d l C t t

Module Content

Module ContentModule Content

Learning Outcome Summary

Learning Experiences

Information Sheet

Self Check

Self Check Answer Key

Operation/Task/Job Sheet

Performance Criteria Checklist

References/Further Reading


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PROGRAMMING NC IVCOMPETENCY-BASED LEARNING MATERIALS (CBLM)

List of Competencies

No. Unit of Competency Module Title Code

1. Design Program Logic Designing Program Logic CECSD01

2.Apply ProgramDevelopment Approach

Applying ProgramDevelopment Approach

CECSD02

3.Apply Object-OrientedProgram LanguageSkills

Applying Object-Oriented ProgramLanguage Skills

CECSD03

4.Apply ProgrammingSkills in a SecondLanguage

Applying ProgrammingSkills in a SecondLanguage

CECSD04


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MODULE CONTENT

UNIT OF COMPETENCY : APPLY OBJECT-ORIENTED PROGRAM LANGUAGE SKILLS

MODULE TITLE : APPLYING OBJECT-ORIENTED PROGRAM LANGUAGE SKILLS

MODULE DESCRIPTOR : This module defines the competency required to undertake

programming tasks using an object oriented programming

language competence includes tool usage, documentation,

debugging and testing techniques in support of the

programming activities

NOMINAL DURATION : 54 hours

LEARNING OUTCOMES:


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11.Used program debugging techniques to detect and resolve errors based on programstructure.

12.Followed the guidelines for developing maintainable code adhering to a set of codingstandard.

13.Followed and used internal documentation standards and tools.14.Designed a built-in application programs in accordance to systems and programming

requirements and standards.15.Developed and conducted simple test to confirm the coding process to meet design

specification16.Documented the tests performed based on program and documentation standard.17.Made corrections to the code and documentation as needed.


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LEARNING OUTCOME NO. 1

APPLY BASIC LANGUAGE SYNTAX AND LAYOUT

CONTENTS:

1. Semantics and Syntax2. Elements of Programming3. Program Control Structure4. Arrays

ASSESSMENT CRITERIA:

1. Observed basic language syntax rules and best practice based on program standardand structure.

2. Used language data types, operators and expressions based on program standardand structure.

3. Used appropriate language syntax for sequence, selection and iteration constructsbased on program standard and structure.

4. Used Arrays and array objects based on program standard and structure.

CONDITIONS:

Trainees must be provided with the following:


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Learning Experiences

Learning Outcome 1APPLY BASIC LANGUAGE SYNTAX AND LAYOUT

Learning Activities Special Instructions

1. Read Information Sheet 3.1-1 onSyntax and Semantics

In this learning outcome you shall learn andunderstand the difference of Semantics and

syntax, the basic programming tools and

elements together with different forms of

control structures.

Go through the information sheets and do

Some source code placed on specific

information and answer self-checks to

ensure that knowledge of the standards in

procedural programming language.

2. Answer Self-Check 3.1-1Compare your answers withAnswer Key 3.1-1

3. Read Information Sheet 3.1-2 onElements of a Java ProgrammingLanguage

4. Answer Self-Check 3.1-2Compare your answers withAnswer Key 3.1-2

5. PerformTask Sheet 3.1-2Evaluate your work using


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Information Sheet 3.1-1Syntax and Semantics

Learning Objectives:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. Describe syntax and semantics2. Explain the relationship of syntax and semantics3. Use basic language syntax rules based on the standard of Java Programming Language.

Introduction

Language provides a means of communication by sound and written symbols. Human

beings learn language as a consequence of their life experiences, but in linguisticsthe

science of languagesthe forms and leanings of languages are subjected to a more rigorous

examination. This science can also be applied to the subject of this text, programming

languages. In contrast to the natural languages, with which we communicate our thoughts

and feelings, programming languages can be viewed as artificial languages defined by men and

women initially for the purpose of communicating with computers but, as importantly, for

communicating algorithms among people.

What is Syntax?

A f i l b l d i l d d


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What is Semantic?

Semantic is

Meaning of statement

Compatibility of statement correct usage of statement Computers can't read your mind, so they don't help much if the meaning of your

program is not what you wanted.

In this regard, semantics permits programs to be separated into their syntacticalpart (grammatical structure) and their semantic part (meaning).

Example:

If instead of

X = 1;

it were given as

Y = 1;

WHERE X was declared in program but Y was not


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Self- Check 3.1-1

True or FalseDirection: Write T if the statement is correct and F if the statement is false. Write your

answers on the space provided before each number

___1. Semantic is a set of strict grammar rules, symbols, and special words used to

construct a computer program.

___2. Syntax is the speaking of the language, that is the rules for constructing valid

statements in that language.

___3. If you break the rules the compiler will complain.

___4.The term semantic can also be used to refer to these rules themselves, as in

the syntax of a language.

___5. If a syntax error is encountered during compilation (mapping high level

language to low level language) it must be corrected if the source code is to be

successfully compiled.

___6. Computers can read your mind, so they don't help much if the meaning of


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ANSWER KEY 1.1

1. F2. F3. T4. F5. T6. F

7. F8. T9. T


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Information Sheet 3.1-2Elements of a Java Programming Language



1. Define the different programming elements in Java2. Enumerate the different program elements in Java3. Enumerate the different operators used in Java4. Use language data types, operators and expressions based on the standard of specific

programming language.

The previous information sheet, you were introduced to the importance of following the

correct syntax and understanding the different semantics of the every program code you are

writing. In this information sheet, you will be introduced on the different elements of Java

programming language which later will be used to create your Java program

A JAVA program is made up of many elements. These elements are the building blocks

of a Java program. Some of these elements are a MUST to run any Java program and there are

some that can be made available if it is critical in satisfying specific program requirements.

Proper use of the different syntax and understanding of their semantics are important

to write, compile and run any Java program regardless of their provided functions.


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Documentation

This indicates a documentation comment (doc comment, for short). The compiler ignores this

kind of comment, just like it ignores comments that use /* and */. The JDK javadoc tool uses

doc comments when preparing automatically generated documentation.

Example:

/**

This applet tests graphics.

*/

public class testApplet extends applet{...

or

/**

* Asterisks inside the comment are ignored by

javadoc so they

* can be used to make nice line markers.

**/

Java Data and Variables


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For each primitive type, there is a corresponding wrapper class. A wrapper class can be

used to convert a primitive data value into an object, and some type of objects into primitive

data. The table shows primitive types and their wrapper classes:

primitive typeWrapper type

Byte Byte

Short Short

Int Int

Long Long

Float Float

Double Double

Char Character

Boolean Boolean

Variables only exist within the structure in which they are defined. For example, if a variable

is created within a method, it cannot be accessed outside the method. In addition, a differentmethod can create a variable of the same name which will not conflict with the other variable.

A java variable can be thought of as a little box made up of one or more bytes that can hold a

value of a particular data type:

Syntax: variabletype variablename data;


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public class MaxDemo {

public static void main(String[]args) {

//integers

byte largestByte = Byte.MAX_VALUE;short largestShort = Short.MAX_VALUE;

int largestInteger = Integer.MAX_VALUE;

long largestLong = Long.MAX_VALUE;

//real numbers

float largestFloat = Float.MAX_VALUE;

double largestDouble = Double.MAX_VALUE;

//other primitive datatypes

char aChar = '';boolean = aBoolean = true;

//Display them all

System.out.println("largest byte value is " +

largestByte);

System.out.println("largest short value is " +

largestShort);

System.out.println("largest integer is " +

largestInteger);System.out.println("largest long is " +

largestLong);

System.out.println("largest float is " +

largestFloat);

System.out.println("largest double is " +


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Java Arithmetic Operators

The Java programming language has includes five simple arithmetic operators like are +

(addition), - (subtraction), * (multiplication), / (division), and % (modulo). The following tablesummarizes the binary arithmetic operators in the Java programming language.

The relation operators in Java are: ==, !=, , =. The meanings of these operators

are:

Use Returns true if

op1 + op2 op1 added to op2

op1 - op2 op2 subtracted from op1

op1 * op2 op1 multiplied with op2

op1 / op2 op1 divided by op2

op1 % op2 Computes the remainder of dividing op1 by op2

The following java program, ArithmeticProg , defines two integers and two double-precision

floating-point numbers and uses the five arithmetic operators to perform different arithmetic

operations This program also uses + to concatenate strings The arithmetic operations are


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Java Relational Operators

A relational operator compares two values and determines the relationship between them. For

example, != returns true if its two operands are unequal.

Relational operators are used to test whether two values are equal, whether one value is

greater than another, and so forth. The relation operators in Java are: ==, !=, , =.

The meanings of these operators are:

Use Returns true if

op1 > op2 op1 is greater than op2

op1 >= op2 op1 is greater than or equal to op2

op1 < op2 op1 is less than to op2

op1


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Java Logical Operators

The logical operators are: OR(||) , AND(&&) , and NOT(!) . Java supplies a primitive data type

called Boolean, instances of which can take the value true or false only, and have the defaultvalue false. The major use of Boolean facilities is to implement the expressions which control if

decisions and while loops.

These operators act on Boolean operands according to this table

A B A && B A || B !A !B

T T T T F F

T F F T F T

F T F T T F

F F F F T T

! the NOT operator

|| the short-circuit OR operator

&& the short circuit AND operator


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Self- Check 3.1-2

(Enumeration) : Enumerate the following:Java Arithmetic Operators:

1.___________________

2.___________________

3.___________________

4.___________________

5.___________________


1.___________________

2.___________________

3.___________________

4.___________________

5.___________________

6.___________________


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ANSWER KEY 3.1-2

Java Arithmetic Operators:

1. Java Arithmetic Operators:

2. + (addition)

3. - (subtraction)

4. * (multiplication)

5. / (division)6. % (modulo).


7. ==

8. !=

9.

11. =


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TASK SHEET 3.1-2

Title: Create a Program Using Basic Java Programming Elements

Performance Objective: Given the problem narrative assigned to you (refer to

Project Sheet 3.2-1), you should be able to

create/develop a program or application that will

satisfy the requirements specified in your problem

narrative, following the standard syntax and

semantics of different Java Programming Elements

Supplies/Materials : Problem Narrative 3.2-1

Equipment : Computer Package with a JAVA IDE installed

Steps/Procedure:

Read and Analyze the requirements specified in the ProblemNarrative

Identify the required variables and their respective datatypes


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Project Sheet 3.1-2

Create a program that will assign numeric values to five (5) numeric variables then print the

following results:

1.The sum of the first and last number

2.The difference of the second and third number

3.The product of the computed sum of the 1st and 5th number and the computed

difference of the 2nd and 3rd number

4.The quotient of the resulting values in requirements number 3 and 1

5. Value of the last number

Test case #1

Your 1st number: 5

Your 2nd number: 4

Your 3rd number: 3

Your 4th number: 2

Your 5th number: 1

Result no. 1: 6

Result no. 2: 1

Result no. 3: 6


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Performance Criteria Checklist 3.1-2

CRITERIADid you.

YES NO

1. Declare five (5) variables with numeric type such

as:a. intb. bytec. long

d. shorte. floatf. Double

2. Assign numeric values as defined in the test cases

3. Use proper operators to get the right results asdefined in the problem

4. Use proper syntax and semantics in the program

5. Displayed the right results in the monitor as per

test cases

6 Included internal documentation in the program


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Information Sheet 3.1-3Control Statements in Java Programming Language



1. Used appropriate language syntax for sequence, selection and iteration

constructs based on the standard of specific programming language.

Introduction

The statements inside your source files (source code, / program) are

generally executed from top to bottom, in the order that they appear. Control

statements, however, break up the flow of execution by employing decision

making, looping, and branching, enabling your program

to conditionallyexecute particular blocks of code. This section describes thedecision-making statements (if-then, if-then-else, switch), the looping statements

(for, while, do-while), and the branching statements (break, continue, return)

supported by the Java programming language.


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1. Java If-Else Statement

The if-else class of statements should have the following form:

if (condition_1) {

statement(s)_if_condition_1_is_met;

} else if (condition) {

statement(s)_if_condition_2_is_met;

} else {

Statement(s)_if_none_of_the_first_conditions_ar

e_met;

}

All programming languages have some form of an if statement that allows you to test

conditions. All arrays have lengths and we can access that length by referencing the variable

arrayname.length. We test the length of the args array as follows:

Source Code 1.1:


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Source Code 1.2:


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We could add an else statement like so:

Source Code 1.3:


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Example 1

if(color == BLUE)) {

System.out.println("The color is blue.");} else if(color == GREEN) {

System.out.println("The color is green.");

}

Example 2

if(employee.isManager()) {

System.out.println("Is a Manager");

} else if(employee.isVicePresident()) {

System.out.println("Is a Vice-President");

} else {

System.out.println("Is a Worker");

}

Source Code 1.5


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2. Java Loops (while, do-while and for loops)

There may be a situation when we need to execute a block of code several number of times,

and is often referred to as a loop.

Java has very flexible three looping mechanisms. You can use one of the following three loops:

while Loop do...while Loop for Loop

The while Loop:

A while loop is a control structure that allows you to repeat a task a certain number of times.

Syntax:

The syntax of a while loop is:

while(Boolean_expression){

//Statements}


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A for loop is useful when you know how many times a task is to be repeated.

Syntax:

The syntax of a for loop is:

for(initialization; Boolean_expression; update){

//Statements}

Here is the flow of control in a for loop:

1.The initialization step is executed first, and only once. This step allows you to declareand initialize any loop control variables. You are not required to put a statement here,as long as a semicolon appears.

2. Next, the Boolean expression is evaluated. If it is true, the body of the loop is executed.If it is false, the body of the loop does not execute and flow of control jumps to the nextstatement past the for loop.

3. After the body of the for loop executes, the flow of control jumps back up to the updatestatement. This statement allows you to update any loop control variables. Thisstatement can be left blank, as long as a semicolon appears after the Booleanexpression.

4.The Boolean expression is now evaluated again. If it is true, the loop executes and thet it lf (b d f l th d t t th B l i ) Aft th


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Self- Check 3.1-3

Simulation: Analyze the source code below and show the proper output.

public class Count{

public static void main(String[]args){

int count;

for(count = 0;count


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ANSWER KEY 3.1-3

Number: 0Number: 1Number: 2Number: 3Number: 4Number: 5

Number: 6Number: 7Number: 8Number: 9Number: 10


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TASK SHEET 3.1-3

Title: Create a Program Using Control Statements

Performance Objective: Given the problem narrative assigned to you (refer to

Project Sheet 3.1-3), you should be able to

create/develop a program or application that will

satisfy the requirements specified in your problem

narrative, following the standard syntax andsemantics of different Java Programming Control

Statements

Supplies/Materials : Project Sheet 3.1.3

Equipment : Computer Package with a JAVA IDE installed

Steps/Procedure:

Read and Analyze the requirements specified in the Problem


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Project Sheet 3.1-3

Create a program that will assign numeric values to four (4) numeric variables. Apply

the following rules to get the required result.1. If the 1st number is higher than the last number, print the computed sum of the

2nd and 3rd number

2. If the 2nd number is lower than the 3rd number, print the computed difference of

the 1st and last number

3. If 1st number is equal to the 2nd number, print the computed product of the 3rd

number and last number

4. If the 3rd and last number are equal, print the computed quotient of the 1st and

2nd number

5. If the sum of the 1st two numbers is higher than the sum of the last two

numbers, print POO, otherwise, print MOO

Test case #1Your 1st number: 1

Your 2nd number: 2

Your 3rd number: 3

Your 4th number: 4


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Performance Criteria Checklist 3.1-3

CRITERIADid you.

YES NO

1. Declare at least four (4) numeric variables

a. intb. bytec. longd. short

e. floatf. double

2. Assign numeric values as defined in the test cases


4.The appropriate syntax for selection constructs is

used

5. Displayed the right results in the monitor as pertest cases

6. Included internal documentation in the programusing comments such as:


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Information Sheet 3.1-4Arrays in a Java



1. Define Java Array2. Explain the difference between an Array and a Variable3. Identify the advantages of using an Array

4. Use Arrays to efficiently write a Java Program

Introduction

In the previous lessons, you should now be able to create programs using different elements of

Java programming language together with its different control statements. To be more efficient

in writing codes, knowledge on arrays is important. This lesson will provide all necessary

information to enable a programmer to effectively and efficiently integrate the use of arrays

and arrays of object to satisfy a given problem requirement.

What is an Array?

So far, you have been working with variables that hold only one value. The integervariables you have set up have held only one number, and the string variables just onel i f i h ld h l i ' lik


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But this just tells Java that you want to set up an integer array. It doesn't say howmany positions the array should hold. To do that, you have to set up a new array

object:

aryNums = new int[6];

You start with your array name, followed by the equals sign. After the equals sign, youneed the Java keyword new, and then your data type again. After the data type come a

pair of square brackets. In between the square brackets you need the size of the array.The size is how many positions the array should hold.

If you prefer, you can put all that on one line:

int[ ] aryNums = new int[6];

So we are telling Java to set up an array with 6 positions in it. After this line isexecuted, Java will assign default values for the array. Because we've set up an integerarray, the default values for all 6 positions will be zero ( 0 ).

To assign values to the various positions in an array, you do it in the normal way:

aryNums[0] = 10;

H l f 10 i b i i d t iti 0 i th ll d N A i


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boolean[ ] aryBools = new boolean[ ] {false, true, false, true};

To get at the values held in your array, you type the name of the array followed by an

array position in square brackets. Like this:

System.out.println( aryNums[2] );

The above code will print out whatever value is held at array position 2 in the arraycalled aryNums. But let's get some coding practice.

Start a new project and call it anything you like. Don't forget to change the name of

the Class to something relevant.

Type the following code into your new Main method:


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The sample program below demonstrates the translation of code from a variable-centric

approach to an array-based approach.

Creation of five (5) numeric variables to hold five (5) numeric values

A variable-centric approach

int n1;

int n2;

int n3;

int n4;

int n5;

An Array-based approach

int n[] = new int[5];

Comparing the two approaches, less code is needed when using arrays instead of variables


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Self- Check 3.1-4Identifications

Instruction: Write your answer on the space provided in each number

________________ 1. Programming element that can hold multiple values simultaneously of the

same type

________________ 2. These are the positions where values in an array is stored

________________ 3. Index number of the first element in an array

________________ 4. Symbol that is used to enclose the number that defines the number of

elements an array will have

________________ 5. Keyword used to set the number of elements an array will have


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Answer Key 3.1-41. Array2. Element3. 04. [ ]5. new


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Evidence Plan

Competency

standard:

Programming NC IV

Unit of

competency:

Apply Object-Oriented Program Language Skills

Ways in which evidence will be collected:

[tick the column]

Portfolio

Demonstration

OralQ

uestioning

Writte

n

The evidence must show that the trainee

Designed and built application programs in accordance

with the systems and programming requirements and

standards*


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TABLE OF SPECIFICATION

Objectives/Content

area/TopicsKnowledge Comprehension Application

# ofitems/

% of test

Semantics and Syntax 2 (8%) 2 (8%) 6 (24%) 10 (40%)

Elements of a Java

Programming Language

2 (8%) 4 (16%) - 6 (24%)

Control Statements in

Java2 (8%) - 4 (16%) 6 (24%)

Arrays in Java 2 (8%) - 1 (4%) 3 (12%)

TOTAL 8 (32%) 6 (24%) 11 (44%) 25 (100%)


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Written Exam

Multiple Choice Questions

Instruction: Read the following questions and encircle the letter of your answer(s).

1. Study of the rules that govern the structure of sentences, and which determine

their relative grammaticality (LC1K1)

a. Syntax

b. Semantics

c. Grammar

d. Keyword

2. A set of strict grammar rules, symbols, and special words used to construct a

computer program. (LC1K2)

a. Syntax

b. Semantics

c. Grammar

d. Keyword

3. It is a name referenced to a value stored in the temporary memory of a computer

(LC2K1)

a. Operators

b D t t


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8. A program element that can be used to hold multiple values of the same type

without the use of multiple variables

a. Arrays

b. Identifiers

c. Comments

d. Operators

9. Which of the following DOES NOT describe the data types used in JAVA (LC2C1)

a. Java has eight (8) built-in, non-object data types

b. Integers can hold both whole and fractional numeric values

c. Data type represent what type of data a variable can holdd. Boolean type can ONLY hold two (2) distinct values, TRUE or FALSE

10.Which of the following choices can best describe these two (2) statements? (LC2C2)

Statement A. A char data type is used for variables that will store single charactervalues

Statement B. A char data type value is always enclosed with an asterisk ( * )

a. Statement A is CORRECT while B is NOT

b. Statement B is CORRECT while A is NOTc. Both statement are CORRECT

d. None of the statements is CORRECT

11.Which of the following statements best describe the below program? Choose two (2)

(LC1C1)


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(LC2C3)

int moo;

moo = 4;

moo++;

System.out.println(This will NOT be

printed!!!) ;

a. The program will NOT print ANYTHING

b.The program will print the given string constant

c. The program will decrement the value of variable moo by 1

d.The program will increment the value of variable moo by 1


(LC2C4)

int number;

number = input.nextInt();

System.out.println(You just entered +

number) ;

A t fl ti i t l f th k b d th i t it th


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Simulation

Instruction: Analyze each of the given source code and identify the FINAL value of the specified

variable. Use a separate sheet to do your simulation

1. Consider the following program. What is the final value of variable foo? (LC3A1)

int foo;

foo = 15;

if ( foo % 5 == 0)

foo = foo * 2;

else

foo = foo + 2;

2. Consider the following program. What is the final value of variable goo? (LC3A2)

int goo, woo, foo;

goo = 30 ;

woo = goo / 2 * 2 + 5 ;foo = goo + woo goo + 10 ;

goo = foo ;

if ( woo > = foo )


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5. Consider the following program. What is the final value of variable wooh? (LC4A1)

int[] pooh = {1,10,3,5,20,40,18,63,1,8};

int wooh = 5;

for (int index=0; index


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Consider the following program. Place a check () mark on the space provided in each line

that made this program syntactically erroneous. Choose three (6)

public class SomeOtherClass {

public Static void main(string[] args){

System.out.println(THIS PROGRAM DISPLAYS A SERIES OF TEXT\n)

System.out.println(This is a series of text\n\n\n)

System.out.println(This is another series of text);

System.out.println(END);

}

}


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Performance Test

Specific Instruction for the Candidate

Qualification Programming NC IV

Unit of Competency Apply Object-Oriented ProgramLanguage Skills

PLEASE READ CAREFULLY

Given the necessary materials and equipment, you are required tocreate/develop a program that will satisfy the requirement specified in theProblem Sheet in accordance with the accepted institutional/industrystandards. (Allotted time: 5 hrs)

1. Gather instructions and relevant materials

2. Read and analyze the problem given in the Project Sheet

3 Identify the required input process and output


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Performance Criteria Checklist

CRITERIA YES NO

1. Declared/Created all the necessary variables

and/or arrays


3.The appropriate syntax for control statementsconstructs

4. Displayed the right results in the monitor as pertest cases

5. Included internal documentation in the programusing comments such as:

a. in-line

b. multi-linec. documentation


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QUESTIONING TOOL

Questions to probe the candidates underpinning knowledge

Satisfactory

responseExtension/Reflection Questions Yes No

1. Why do we need to include internal documentations in ourprogram? (To make your source code easy for others to readand understand)

2. Discuss the Object-Oriented programming approach?(Identifying and Creating objects in a program to satisfy theuser requirements and making it the center of it)

2. What are the principles of Object-Oriented programming?

(Encapsulation, Polymorphism, Abstraction, Inheritance)

4.

Safety Questions

5. What will you do to avoid the corruption of program sourcecode? (Continuous saving of files, Creating Backups, Use ofRepository)

6. How will you minimize eye strain specially when working oncomputers within long period of time?


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17. What are the best-practices in programming in creating amaintainable code? (Proper indentions, well commented codes,proper spacing, standard naming conventions are followed)

18. What is the standard naming convention for naming a Javaclass?(Java class name should begin with a capital letter. If theclass name is made-up of multiple words, all words shouldbegin with capital letters)

19.

20.

The candidates underpinningknowledge was:

Satisfactory NotSatisfactory

f T i i


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Inventory of Training Resources

For 10 trainees

Resources for presenting instruction

Print Resources As per TR As per

Inventory

Remarks

Books 10 10

Computer Manuals 10 10

CBLM 10 10 For

reproducti

on

Non Print Resources As per TR As per

Inventory

Remarks

Installer CDs (JAVA IDEs) 1 1 Forreproducti

on

LCD P j t 1 1


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LCD Projector 1 1

White Board 1 1

Note: In the remarks section, remarks may include for repair, for replenishment, for

reproduction, for maintenance etc.

WORKSHOP LAYOUTFOR CAREER ENTRY COURSE FOR SOFTWARE DEVELOPMENT (JAVA)


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