6. Coding - Introduction

Warning

This chapter is still in development

Warning

This chapter hasn’t been written yet, but in the meantime there is a lesson plan that covers the material available from the NZACDITT site. The content of this chapter will mainly support this lesson plan.

Note

For teachers This chapter supports the “Coding” part of the NZ achievement standard AS91371 (2.44). In this book coding is spread across the next three chapgers (compression, encryption and error control).

Currently all material in this chapter is relevant to the standard, although students can choose one or two examples to focus on to meet the requirements of the standard.

6.1. What’s the big picture?

Overview of compression, encryption and error correction. (short intro as these three topics are one topic in NCEA, but split into different chapters)

6.1.1. Key concepts

Key concepts that are likely to be encountered are: Algorithms: Techniques: Applications: Possible activities:

6.2. Getting started

[some introductory activities/ideas to open up the topic]

6.3. Subtopic 1

[an area that is worth knowing about, including activities/exercises to explore it, and guidance for teachers (possibly to be separated) on how to help students use this topic for A/M/E

6.4. Subtopic 2

[an area that is worth knowing about, including activities/exercises to explore it, and guidance for teachers (possibly to be separated) on how to help students use this topic for A/M/E

6.5. Subtopic 3

[an area that is worth knowing about, including activities/exercises to explore it, and guidance for teachers (possibly to be separated) on how to help students use this topic for A/M/E

6.6. Subtopic n

[an area that is worth knowing about, including activities/exercises to explore it, and guidance for teachers (possibly to be separated) on how to help students use this topic for A/M/E

6.7. The whole story!

[explain where the material above has oversimplified things, and if there are any well-known concepts or techniques that have been deliberately left out because they are too complex for this age group. This may include things that require advanced maths, advanced programming, or things where students have seen the problem but not a thorough solution]

6.8. Further reading