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One of the many techniques used in the classroom.

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Time: 45 minutes

References: Skeete, Kelvin & Skeet, Kyle (2012). Information Technology for CSEC (3rd edition)

Birbal, R & Taylor M (2010). Lon on to IT for CSEC (2nd edition) Trinidad and Tobago: Longman

Objectives: Having discussed the symbols that represent each flow chart, students will be able to:

Learning Outcome: At the successful completion of this course students will be able to: Construct a

flowchart based on a given algorithm or problem.

A problem is any task that requires a solution. These steps can be broken down into parts and thus

an IPO (Input, Processing, and Output) chart is created. Input instructions uses commands such as

read, input, accept and prompt. Processing instructions are calculate, compute, addition,

subtraction, multiplication and division. Output commands are basically terms such as print,

output, display, return and write. A flowchart is a pictorial representation of that algorithm which

consists of several symbols. An oval is an indicator where the chart starts and stops. A rectangle

indicates that processing is taking place. A diamond shape tells the user that a decision or

question should be completed. A parallelogram states what needs to be input or output operation.

The arrow denotes the directional flow of the algorithm. An algorithm is a sequence of

instructions which when followed in the specific order produces the desired result.

Skills:

2. Write their own flowchart.

3. Analyzing the flowchart symbols.

Attitudes:

Introduction

Phase 1

1. Students are required to listen to the discussion and define what a flowchart in their own

words is.

2. Students will then share their definitions and teacher will clarify and elaborate on key words

in the definitions.

3. Teacher will explain to students that a flowchart is a pictorial representation of an algorithm.

4. Each student will be required to select a symbol and should match the symbol with what is its

function.

5. When the music stops the student that has the ball would be required to share which symbol

they have and what is its function.

Development

Phase 2

1. With the aid of a chart, teacher would explain the flowchart symbols and their functions.

2. During explanation teacher would be using question and answer to arouse critical thinking.

3. After explanation is complete, students would be given a sheet of paper with all the different

symbols in which they are required to match the correct function for each symbol.

Phase 3

4. Students are informed that they have 10 minutes to complete the activity.

5. After the 10 minute period, teacher will hold the red card up to indicate that the time for that

activity is over.

Closure

6. Teacher would ask students to exchange papers as the teacher go over the answers to the

activity. Students would then return the papers to the correct students and the teacher would

allow for any clarifications.

Conclusion

Phase 4

1. Teacher will give each student a different algorithm or problem and students are asked to

prepare a flowchart on that particular algorithm or problem.

2. Students will be allowed in an orderly manner to explain their algorithm or problem and the

flowchart that they arrived at.

3. Teacher will discuss the flowchart that students presented.

Phase 5

1. Teacher will ask one student to explain the importance of differentiating the types of symbols

relative to an algorithm.

Extended Activity

Students will be given a puzzle on all the terms covered along with the flowchart symbols. These

students are then required to organize the puzzle with at least 90% accuracy.

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