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Section Title Primary information Description and Notes Suggested resources
Lesson Length The expected lesson length will be approximately one hour

Some variation possible.

Assessment Level 1

 
Students The lesson is suitable for KS3 and KS4 students Since this is a new specification, the lesson is suitable for Year 7 to 9 students and differentiated by outcome  
Overall Focus This lesson is a plenary about how Boolean logic can be used in programming and how it helps with the flow and efficiency.

Students should be able to understand and show examples of Boolean logic.

Lesson Links: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39

Key words logic, statements, Boolean, conditional These words need to be reinforced throughout the series of lessons  
Assessment relate boolean logic to program flow

Evidence here will be student's own work and assessor observations.

 
Key Questions Some questions to get learners thinking about the topics Some questions about how to improve the effectiveness and efficiency of searching for information. What function does Boolean logic play in programming? What examples can you see and find to show the way it works.  Can you explain what it does and how it helps?  Are you comfortable using the key aspects of Boolean logic?
Learning Objectives
  • To understand logical operators in relation to program flow
  • To explore and explain the application of logic for program flow
  • To understand how and when to use logical operators for efficiency

Students need to show that they are comfortable using logical operators and know when to use them to improve their efficiency

If you are using the Learning Machine learning system, students can add their comments and material to this site as evidence of their growing understanding.  The site, if used consistently, will show progression via charts of activity and outcomes.
Teaching and Learning Elements
  • Teacher based discussion to explore Boolean logic and check for understanding
  • Groups working on examples and documenting their findings
  • Detailed look at their operation and evaluation of their effects

 

George Boole graphic

Thanks George, Students should now be able to put together examples of the use of this logic in the correct way. Perhaps a short quiz on their understanding or they can make a quiz for other students to take.

Remind yourself of the main elements here.

Students can look back through their own programs, assuming they can get some source code, and see how it all fits together.  Perhaps produce a presentation to highlight what they know.

Some useful activity suggestions here to make it more real.

Lesson Structure Possible structure
  1. final look at working examples and specific use cases
  2. practical with students finding examples from their projects or other sources
  3. groups work on usage in their found examples
  4. check they understand the ideas behind the application of logic
  5. write-up ideas
  6. intro to next session

SatNav graphic

Boolean logic is everywhere, or so it seems.  What other examples are there?  What difference can it make to your day to day activities?  How far can you get through a day using only Boolean logic.

Some old friends here:

for( ; *str && state != INVALID; str++ ) {
        NEXT_SYMBOL = *str;
        switch(state) {
        case START:
            if(isdigit(NEXT_SYMBOL)) {
                state = INT;
            }
            else if( NEXT_SYMBOL == '+' || NEXT_SYMBOL == '-' ) {
                state = S1;
            }
            else if( NEXT_SYMBOL == '.' ) {
                state = FLOAT;
            }
            else {
                state = INVALID;
            }
            break;

Homework Students can write-up what they have found out. Students can vary their homework depending on their level of understanding Students can continue to document their experience on their portfolio system for assessment

 

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