КОНКУРС ИНФО-2020
The article presents one of the lessons of the "Databases" section of the ninth grade informatics course. This lesson explores such concepts as "DBMS", "sorting", "filter", "selection", "request". Methods of sorting information in a database are considered, as well as methods of searching for information in a database using filters and requests. The content of the lesson corresponds to the teaching materials on informatics for the ninth grade of L. L. Bosova, A. Yu. Bosova. A feature of the presented lesson is that it is intended for students studying at a cadet school (cadets), therefore a military component has been added to it — the examples of databases considered in the lesson are related to aviation. The databases, on the example of which the educational material of the lesson is considered, is a database containing information about the characteristics of aircraft of the USSR and Russia, and a database containing information about flights that are operated from Moscow Domodedovo and Sheremetyevo airports.
TEACHING PRACTICES
The article describes a new learning programming environment that makes it possible to control Robot, Aquarius, and Turtle virtual robots by means of Blockly visual programming language. The environment is a set of freely available web applications hosted in Internet. Such an approach provides for workability under all modern browsers both on desktop computers and mobile devices. Automatic verification of the correctness of problem solutions is available for all the virtual robots. Suboptimal solutions that use excessive number of blocks receive a lower score due to the rating system (from one to five "stars"). Offline version is available, which can work in local mode without access to Internet. Users can develop and distribute their own sets of problems for all virtual robots.
The article discusses the feasibility of the formation of information competencies of schoolchildren and the significance of the subject area of informatics for their formation. The necessity of project activities in informatics for the purposeful formation of information competencies is shown. The possibilities and advantages of the MS Publisher desktop publishing system as an information technology that allows the formation of information competencies of students in project activities in informatics are disclosed. The types of students' activities when using the desktop publishing system MS Publisher and information competencies formed in each type of activity are highlighted. The process of organizing project activities is described on the example of creating a school newspaper. In this process, students learn basic publishing concepts, master basic desktop publishing skills, plan project activities, create an information product, document project results, present and analyze work performed. Methodological recommendations are given, aimed at the purposeful formation of information competencies of schoolchildren.
The article discusses a simple and visual method for finding solutions of tasks for the virtual robot Aquarius with two vessels by constructing a table with divisible capacities.
The proposed method allows students to simply, quickly and, most importantly, consciously find the optimal solution of tasks for Aquarius, and teachers to spend less time creating tasks for transfusion and their checking.
The method has been tested by the author for a number of years in lessons in 5–7th grades and is relevant, since in a number of common textbooks, unfortunately, there is no description of a method for finding solutions of tasks for Aquarius, which leads to exhaustive solution of these tasks by students and reduces the educational potential of the specified virtual robot.
To expand the educational capabilities of Aquarius, the article also recommends the use of loops and other programming constructs in programs for the virtual robot.
The method of finding a solution is analyzed using examples of tasks for two vessels (for the case of initially empty vessels and for the case when one of the vessels is initially partially filled). The solutions obtained are tested in the KuMir and Blockly software environments.
The described method is intended primarily for teachers teaching an initial informatics course (5–7th grades). It will also be useful for math teachers and parents of students.
The article describes in detail the methods of extracting square and cube roots in the binary number system. The method for extracting the square root of a binary number is similar to the corresponding method for decimal numbers, which is called the "column method". As for decimal numbers, when choosing the next digit of the root, twice the current value of the root, represented in the binary system, is used. When extracting the cube root (also "column"), there are two differences from the decimal system. The first is that instead of 300 (the product of 3 and 100), the binary number 1100 is used (that is, the product of the binary equivalents of the numbers 3 and 4). The second difference is that instead of the number 30 (the product of 3 and 10), the binary number 110 is used (that is, the product of binary analogs numbers 3 and 2). To facilitate the selection of the next root digit (0 or 1), a number of standard values have been calculated, depending on the current root value. Assignments for independent work of students are offered.
ЗАДАЧИ
The article describes the methodology to solve tasks of Olympiads in informatics using recursive numbers generation. The study is based on the sequential solution of increasingly complex tasks. For each task, the following materials are given: the condition of the task, the idea of the solution with a proposal to come up with an independent implementation, the solution in the Pascal programming language. Distance learning system DL.GSU.BY is the effective technical base for teaching. It allows offer the student a condition of the task; send the solution for review; get a verdict from the system — a correct or incorrect solution; for incorrect solutions, the number of the test on which the solution did not pass is indicated. A student can take a test (input and output data), on which his solution did not pass, figure out what the error is in his program, correct and send the solution again. In addition, for each task there is a link on it to the topic in the forum, where you can ask a question on solving this problem and / or read the answer if the questions have already been asked before.
ИНФОРМАТИКА И ИКТ В НАЧАЛЬНОЙ ШКОЛЕ
The article discusses the possibilities of using the electronic constructor "ZNATOK" when studying the initial course of informatics. There are described four main directions of using the constructor: 1) when studying the concepts of "model" and "modeling"; 2) when studying the concept of "algorithm"; 3) when studying the device of a computer; 4) in the process of getting acquainted with the concept of "information processes". Possible stages of working with the constructor when considering these topics are presented: examples of exercises; methodological techniques that contribute to better memorization of educational material; planned learning outcomes for schoolchildren; possible areas of work in middle and high school. The material can be used not only by school teachers, but also by specialists of additional education system, as well as in higher education system in the preparation of bachelors in the areas of training 03.04.01 "Pedagogical education", 44.03.05 "Pedagogical education (with two training profiles) ", masters of the direction of training 44.04.01 "Pedagogical education", in the courses of advanced training of teachers.
ИСТОРИЯ ИНФОРМАТИКИ
For the first time, the article describes in detail the first Russian visual tutorial on arithmetic — a wall table created in 1705, the only copy of which is in the State Hermitage Museum in St. Petersburg. The manual was prepared on the basis of the first Russian textbook of arithmetic using Arabic numerals — the book of L. F. Magnitsky. A number of differences in the calculation methodology at the beginning of the 18th century from modern methods have been revealed. A comparative dictionary of modern mathematical terms and related terms used at the beginning of the 18th century was compiled. A number of errors and misprints were found in the table, they are given in the appendix to the article. The results obtained will be useful both to specialists and to everyone interested in the history of mathematics and informatics.