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Informatics in school

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No 9 (2020)
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TEACHING PRACTICES

4-13 357
Abstract
In order to study processes and phenomena, it is necessary to create their models. The most interesting and valuable for the analysis of current situations are models that describe processes as if they were happening in reality. These are the so-called simulation models. The scope of application of simulation models is extensive. The most in demand are economic, sociological and biological simulation models. The relevance of simulation is obvious, and it is natural that the theme of simulation is present in the content of the school informatics course. The article provides guidelines for studying the basics of modeling in a school informatics course related to the creation and research of discrete-event and agent-based simulation models. Examples of tasks recommended for consideration in the 9–11th grades at informatics lessons or in extracurricular activities are given, these are task based on the information-cybernetic approach, implemented in the PascalABC environment, and the task using a cellular automaton, implemented in the Cellular environment.
14-21 385
Abstract
The article presents an analytical review devoted to determining the place and role of object-oriented programming in the school informatics course and in the system of training future informatics teachers. The relationship between the content of the school informatics course and the content of subject training of future informatics teachers with the modern level of development of informatics as a science, as well as with the national development strategy of the Russian Federation are identified and highlighted. The conclusion is made about the relevance and expediency of expanding the role of object-oriented programming both in the content of the school informatics course and in the content of the subject training of future teachers of this course. On the example of the methodological training system developed by the author, the possibilities of such an expansion are proposed by developing interdisciplinary connections with methodological disciplines (through the development of educational mobile applications) are proposed.
22-27 476
Abstract

The article is devoted to WebGL technology. Previously, web browsers could only display simple graphics using а processor. Today's adopted hardware acceleration support allows browsers to access the computer's GPU to render increasingly complex 3D graphics. To facilitate working with WebGL, you can use ready-made libraries, for example three.js. Thе article provides an overview of the three.js library tools for creating 3D shapes in the browser. Snippets of JavaScript code that implement basic 3D primitives are provided. Ways to apply textures are shown.

The results presented in the article will be useful to teachers of informatics when used in additional classes or when organizing project and research activities of schoolchildren in informatics. Students will be able to familiarize themselves with the promising JavaScript language and gain basic 3D modeling skills.

28-30 498
Abstract
The article describes a number of little-known methods for translating natural numbers from one number system to another. The first is a method for converting large numbers from the decimal system to the binary system, based on multiple divisions of a given number and all intermediate quotients by 64 (or another number equal to 2n ), followed by writing the last quotient and the resulting remainders in binary form. Then two methods of mutual translation of decimal and binary numbers are described, based on the so-called «Horner scheme». An optimal variant of converting numbers into the binary number system by the method of division by 2 is also given. In conclusion, a fragment of a manuscript from the beginning of the late 16th — early 17th centuries is published with translation into the binary system by the method of highlighting the maximum degree of number 2. Assignments for independent work of students are offered.

УРОКИ ИНФОРМАТИКИ

31-50 563
Abstract
The article presents a fragment of a tutorial created to study the theme "3D modeling" based on the implementation of practical works in the editor of 3D graphics SketchUp. It is proposed to master this theme during one quarter — seven lessons, one hour a week (not counting the introductory and final lessons). Lessons include 11 practical works on modelling, from 2D model creation to 3D animation. As part of the study of the theme, students are offered problem situations taken from real life, to solve which the capabilities of SketchUp can be used. Additional resources that teachers and students can use to learn more about SketchUp are described. Also, as an alternative to using SketchUp, working in the online 3D editor Tinkercad is considered.

СРЕДСТВА ИКТ В УЧЕБНОМ ПРОЦЕССЕ

51-58 277
Abstract
The experience of working in the format of distance learning mainly with pupils of 5—6th grades is analyzed in the article. Both the factors that contribute to the achievement of the result when working online, and what prevents it are described. Among the first, modern interactive manuals are described that can provide teachers with a methodological tool that is adequate to the structure of an online lesson. As an example, it is proposed to consider the educational complex "History of the Ancient World. Interactive tasks on maps, grades 5 and 10" and the possibility of its use in distance learning. Interactive maps allow you to apply a whole range of teaching methods in the lesson. The article describes specific tasks, developed taking into account the age characteristics of students, and variants for group work.
59-62 265
Abstract
Computer support for mathematics teachers during verification (control, written, independent) work is one of the actual tasks of teaching methods. For such support, it is necessary to develop special computer programs. The article describes the method for developing such programs on the example of a program for conducting a test on the theme "Prime numbers" using the Pulot method. The program generates numerical data that are used in the tasks of the control work. Each student gets an individual variant of the work, and students cannot rewrite work results from each other. The program is independent of any databases and data tables. Variants of tasks (numerical data) are not saved anywhere and are not known in advance. Typically, testing programs have databases, tasks and their answers, and they can be obtained in advance and used as a cheat sheet. In the considered method and in the developed computer program, this is impossible. The application of the presented program greatly facilitates the teacher's work and ensures the objectivity of control of students' knowledge, and also increases the level and quality of teaching


ISSN 2221-1993 (Print)