karen north
TRANSCRIPT
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Karen North Period 1A, 2A, 4A Computer Science I Lesson 1
TEKS/ Texas Essential Knowledge and Skills:
LEARNER OBJECTIVES:
1. Know class procedures.2. Access basic computer literacy skills through observation in using a word processing program.3. Understand why everyone should learn to program.4. Demonstrate knowledge and use of hardware components and software programs.5. Differentiate current programming languages.
TAAS:
PROCEDURES/ACTIVITIES:
1. Explain Terms:o application packageo program generatoro programming environmento essence of programmingo computer's native language / high-level language
2. Write Motivation BiographyASSESSMENT:Presentation of partner and printed Biography
MATERIALS:
http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/ -
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1. Software: Microsoft Office 97
2. Hardware: Dell 586, 75 mhz computer
3. Reading fromHow to Design Programs:Preface
Karen North Period 1A, 2A, 4A Computer Science I Lesson 2
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
1. Evaluate arithmetic expressions in the interaction window.2. Apply rules of computation.3. Demonstrate use of DrScheme's programming environment.
Math TAAS:
PROCEDURES/ACTIVITIES:
1. TAAS Activity: Write expressions using scientific notation in the interaction window.2. Play ping-pong in DrScheme3. Explain terms/concepts:
o rules of computationo programming languageo
datao atomic data
o compound datao operationo primitive operationo DrScheme's programming environment
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htm -
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definition window interaction window
4. Evaluate arithmetic expressions
ASSESSMENT: Observe application of arithmetic expressions.
Team student check each other's work.
MATERIALS:1. Software: DrScheme Programming Environment
2. Hardware: Dell 586, 75 mhz computer
3. Reading fromHow to Design Programs:Chapter 1 - Students, Teachers and Computers
Karen North Period 1A, 2A, 4A Computer Science I Lesson 3
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
1. Distinguish between different data types.2. Apply rules of operation.3. Evaluate arithmetic expressions.
Math TAAS:
PROCEDURES/ACTIVITIES:TAAS Activity: Compare rationals and real numbers using Scheme expressions.
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htm -
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1. Explain terms/concepts:o integers, rationals, realso inexact representation of a real numbero arithmetic expressiono parenthesizedo nested expressionso rule: (operation A ... B)
whenever A and B a numbers, evaluate the expression, otherwise, A and B are evaluated first.
o primitive operationo advanced mathematical operation
2. Exercise 2.1.1 - Evaluation with advanced math operations3. Team expression evaluation contest
ASSESSMENT:Written and program test on evaluating arithmetic expressions.
MATERIALS:
1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 mhz computer3. Reading fromHow to Design Programs:2.1 - Numbers and Arithmetic
Karen North Period 1A, 2A, 4A Computer Science I Lesson 4
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node11.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node11.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node11.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node11.htm -
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1. Write and call program definitions.2. Explain parts of a computer program.3. Examine how input/output works in DrScheme.
Math TAAS:
PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program to round a number to a given place value.
1. Accelerated Learning music script activity2. Explain terms:
o variableo variable expressiono programo input / outputo defined programo keywordo descriptive identifier
3. Exercise 2.2.1-2.2.7 - define programs:o squareo fahrenheit-to-celsiuso dollar-to-euroo convert3o various functions f(x)
ASSESSMENT:Software check and explanation of defined programs
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MATERIALS:
1. CD of Pachelbel Cannon / CD player2. Software: DrScheme Programming Environment3. Hardware: Dell 586, 75 mhz computer4. Reading fromHow to Design Programs:2.2 Variables and Programs
Karen North Period 1A, 2A, 4A Computer Science I Lesson 5
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
1. Summarize the 3 types of program errors.2. Understand use of parameters and schematic shape in a program.
Math TAAS:
PROCEDURES/ACTIVITIES:TAAS Activity: Write a program definition to find the square and square root of an input number.
1.
Explain terms/concepts:o designed ruleo atomic vs compound expressiono schematic shapeo name of programo parameter used for input
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node11.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node11.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node11.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node11.htm -
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o function callo actual parametero Errors
syntax error run-time error
intuitive laws of algebra and arithmetic logical error
programmer incorrect result
2. Exercise 2.3.1-2.3.3ASSESSMENT:Test on program definitions.
MATERIALS:
1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 mhz computer
3. Reading fromHow to Design Programs:Errors
Karen North Period 1A, 2A, 4A CSI Lesson 5 / Chapter 2 - ERRORS
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
Math TAAS:
PROCEDURES/ACTIVITIES:
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node11.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node11.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node11.htm -
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TAAS Activity: Write a program definition to find percent or percentage.
1. Explain terms/concepts:o designed ruleo Errors
syntax error run-time error
intuitive laws of algebra and arithmetic logical error
programmer incorrect result
2. Exercise 2.3.1-2.3.33. Program on inscribed circle and square.4. Program using formulas from current math/science/economics class.
ASSESSMENT:Presentation of completed programs for softcopy grade.
MATERIALS:1. Software: DrScheme Programming Environment
2. Hardware: Dell 586, 75 MHz computer
3. Reading fromHow to Design Programs:Errors
Karen North Period 1A, 2A, 4A CSI Test Day C1&C2 - Expressions and Program Definitions
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
Math TAAS:
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node14.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node14.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node14.htm -
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PROCEDURES/ACTIVITIES:TAAS Activity: School provided activity plus apply data type program application.
1. Test on Preface and Processing Simple Forms of Data2. Read 2.4, plan programs for 2.4.1, 2.4.2, 2.4.3
ASSESSMENT:
Test Preface, C1, C2.1, C2.2, C2.3
MATERIALS:1. Software: DrScheme Programming Environment
2. Hardware: Compaq 486 or Dell 586, 75 MHz computer
3. Reading fromHow to Design Programs:Course Outline
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
Top of Form
Bottom of Form
Math TAAS:
Top of Form
Bottom of Form
PROCEDURES/ACTIVITIES:
TAAS Activity: School provided activity using program strategies to solve.
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node1.htm -
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1. Explain terms/concepts:o Informal problem descriptiono Task - first, actual, programo Relevant vs. irrelevant informationo Consume vs. produceo Relevant variable expression
2. Define a rule as a program by doing Exercise 2.4.1, 2.4.2, 2.4.3o Income taxo Sum of coinso Volume of a planet
3. Practice and discuss ideas on problem solving to master instruction.
ASSESSMENT:
MATERIALS:
1. Software: DrScheme Programming Environment
2. Hardware: Compaq 486 or Dell 586, 75 MHz computer
3. Reading from How to Design Programs:C2.4 Word Problems
Karen North Period 1A, 2A, 4A CSI Lesson 7 / Chapter 2 COMPOSING PROGRAMS
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
Math TAAS:
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node15.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node15.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node15.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node15.htm -
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PROCEDURES/ACTIVITIES:TAAS Activity: School provided activity.
1. Explain Concepts:o Several quantities depend on each othero Breaking a problem into several small programso Domain knowledgeo Auxiliary program
2. Exercise 2.5.1 and 2.5.2 with a partner:o Profit with various prices.o Comparison of profits.
ASSESSMENT:
Software check of team computer programs.
MATERIALS:1. Software: DrScheme Programming Environment2. Hardware: Compaq 486 or Dell 586, 75 MHz computer
3. Reading fromHow to Design Programs:C2.5 Composing Programs
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
Top of Form
Bottom of Form
Math TAAS:
Top of Form
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node16.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node16.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node16.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node16.htm -
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Bottom of Form
PROCEDURES/ACTIVITIES:
TAAS Activity: Write a program using ratio and proportion.
1. Explain Term/Concepts:o Variable definitiono Constant ruleo Mnemonic variable nameo Givens vs. dependencies
2. Write a letter to parents in Word explaining all concepts mastered currently in program design.3. Create an Excel spreadsheet with grades and determine 3-week average.4. Create an Excel spreadsheet for the lemonade stand example.5. Write a program using constants similar to the lemonade stand program.
ASSESSMENT:
MATERIALS:
1. Software: DrScheme Programming Environment
2. Hardware: Compaq 486 or Dell 586, 75 MHz computer
3. Reading from How to Design Programs:C2.6 Variable Definitions
GROUP GAME with VALUE
Photographs of Student Knot
Student Site - slow to load
OBJECTIVE
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node17.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node17.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node17.htmhttp://www.geocities.com/Athens/Crete/1247/knot.htmlhttp://www.geocities.com/Athens/Crete/1247/knot.htmlhttp://www.geocities.com/Athens/Crete/1247/knot.htmlhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node17.htm -
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In playing this game you will untangle a knot of arms made by a group of friends.
If you are sitting around at a party with the girls on one side and the boys on the other,
this is a fun game to break the ice.
GROUPS
Circle(s) of 8-10 students (larger circles are difficult, but challenging)
VALUES
Perseverance, organization, listening, cooperative planning
GAME-- The Group Knot-- one person reads the directions
1. Stand in a circle with 8-10 students, HOLD HANDS.2. Let go of hands, reach into the circle with your right hand.3. Take the right hand of another student.-- DO NOT take the hand of the person next to you.-- If an odd number of students,
have the person left over take someones left hand.4. Reach into the circle with your left hand. Take the left hand of another student.-- DO NOT take the hand of the person
you are already holding-- DO NOT take the hand of the person next to you.
5. Now get untangled without letting go of the hands you are holding.-- Stress, DO NOT LET GO. PERSEVERE!!6. The result will be a new circle like in step 1.-- The order will be different and some people may be facing outward.
Computer Science involves understanding programming language concepts and how these are applied to problem solving. The
essential elements I want my students to learn in CS are all practiced in the Group Knot:
To think To be organized To follow directions
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To communicate To code a computer program
QUESTIONS
1. Could your knot be untangled?-- Some knots cannot be untangled, but those are rare.-- Knots can result in a chain.2. Did your group persevere and solve the problem?Are perseverance and patience essential skills in problem solving?3. What happened if you were day dreaming or talking and did not listen to the directions?4. Why are organized, specific, descriptive instructions important?5. Did one uncooperative person in the group ruin the ability to solve the problem?6. If your group gave up and started a new knot, what did you do differently the second time?7. Which groups were the fastest?Did those groups have a leader who took charge, saw a solution to the problemand gave
directions to other students on where and how to move to get untangled?8. Did you meet a new friend? Would this be a good party game to get people communicating?9. What is the relationship of the group knot to the steps inproblem solving?
This is a common group dynamics lesson.
Karen North Period 1A, 2A, 4A Computer Science I Lesson ?
LEARNER OBJECTIVES:TEKS/ Texas Essential Knowledge and Skills:
1. TLW Design programs using the DESIGN RECIPE.
http://teachertech.rice.edu/CRPC/GT/knorth/Lessons/problem.htmlhttp://teachertech.rice.edu/CRPC/GT/knorth/Lessons/problem.htmlhttp://teachertech.rice.edu/CRPC/GT/knorth/Lessons/problem.htmlhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://teachertech.rice.edu/CRPC/GT/knorth/Lessons/problem.html -
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2. TLW Name the parts of the design recipe.
Math TAAS:
PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program.
1. Explain terms:o Program consumes vs produces.o Relationship of inputs to outputs.o Auxiliary program.o Design Recipeo
Contract
o Headero Program's parameterso Purpose statemento Program exampleso Reuse a program as if it were a primitive operationo What a program computes vs. how it is computedo Domain knowledge
2. Find 2 problems from math/science book and solve using the design recipe.3. Write programs from each of the problems.
ASSESSMENT:
Explain the steps of the design recipe.
Apply steps by writing programs using the design recipe to solve word problems.
Test on solving word problems (Chapter 2).
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MATERIALS:
1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:Chapter 2.7
Design Recipe Two - Conditional Programs
Prior Knowledge:Program Definition Design Recipe
DATA ANALYSISCONTRACT, PURPOSE, HEADER - Name of program, Input / Output
NUMBER LINE- For programs which have intervals, map out the numeric situations
EXAMPLES - Function calls (forEACHsituationAND end points) with estimated answers.
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node18.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node18.htmhttp://teachertech.rice.edu/Participants/knorth/CS/dr1.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/dr1.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/dr1.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/dr1.htmlhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node18.htm -
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BODYSkeleton / Template: For EACH situation there is ONE COND-CLAUSE
Cond-Clause QUESTIONS: Conditions - Boolean expression that characterizes each situation
Cond-Clause ANSWERS: ie. - FORMULA to calculate the answer for EACH situation
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SIMPLIFY conditional expressions when coding, since each cond-line is evaluated sequentially.
TEST- Execute the program. Compare the computer answerS to your estimateS. Check logic.
See the generic programADDIT, which will solve an interval problem like shown in the above number line. All that changes are
the constant values.
SALARY with CONDITIONSGross Wages - Taxes = Net Pay
DATA ANALYSIS
;;wage: number number -> number
;;compute weekly wages with time-and-half paid for overtime
(define (wage hours hrRate)
EXAMPLES
(wage 20 10) = 200
(wage 40 10) = 400
http://teachertech.rice.edu/Participants/knorth/CS/interval.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/interval.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/interval.htmlhttp://teachertech.rice.edu/Participants/knorth/CS/interval.html -
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(wage 45 10) = (+ 400 (* 5 15)) = 475
BODY
Template Conditional Expressions Answers
(define (wage hours hrRate)
(cond
[ ]
[ ] ) )
1. ( hours 40) 1. (* hours hrRate)2. (+ (* 40 hrRate) ( * (- hours 40) hrRate 1.5 )) )
Interaction Window
Welcome to DrScheme,
version 100.
Language: Beginner.
200
=200
400
=
400
#i475.0
=
475
Definition Window
;;compute weekly wages with time-and-half paid for overtime
(define (wage hours hrRate)
(cond
(( hours 40) (+ (* 40 hrRate)
(* (- hours 40) (* hrRate 1.5))))))
(wage 20 10) = 200
(wage 40 10) = 400
(wage 45 10) = 475
DATA ANALYSIS
;;tax: number -> number
;;compute taxes at 3 different rates: 0-$100 no tax, next $400 15%, over $500 30%
(define (tax wages)
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EXAMPLES
(tax 50) = 0
(tax 100) = 0
(tax 200) = (* 100 .15) = 15
(tax 500) = (* 400 .15) = 60
(tax 600) = (+ 60 (* 100 .3)) = 90
(tax 885) = (+ 60 (* 385 .3)) = about 175
BODY
Template ? Conditional Expressions ? Answers
(define (tax wages)
(cond
[ ]
[ ]
[ ] ) )
1. ( wages 100) ( wages 500)
1. 02. (* (- wages 100) .15)3. (+ (* 400 .15)4. (* (- wages 500) .30))5.
Interaction Window
#i15.0
=
15
#i60.0
=
Definition Window
;;tax: number -> number
;;compute taxes at 3 different rates:
;; 0-$100 no tax, next $400 15%, over $500 30%
(define (tax wages)
(cond
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#i60.0
=
60
#i90.0
=
#i90.0
=90
#i175.5
=
#i175.5
=
180
((
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1. TLW review program definitions withratios and proportions.2. TLW write a menu driven program.
Math TAAS:
PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program.
1. Explain terms:o Conditional Computingo Boolean Valueso
Relational Operator2. Play ping-pong which uses conditional computing and compound data.3. Write a conditional program which selects various TAAS ratio problems.
ASSESSMENT:
Observation of student's uses of conditional programs.
Printed menu driven conditional program using proportions.
MATERIALS:
1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:Chapter 3 - Conditional Programs and Expressions
Karen North Period 1A, 2A, 4A Computer Science I Lesson C3.1 Booleans and Relations
http://www.crpc.rice.edu/CRPC/GT/knorth/Web/tableRatio.htmlhttp://www.crpc.rice.edu/CRPC/GT/knorth/Web/tableRatio.htmlhttp://www.crpc.rice.edu/CRPC/GT/knorth/Web/tableRatio.htmlhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node19.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node19.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node19.htmhttp://www.crpc.rice.edu/CRPC/GT/knorth/Web/tableRatio.html -
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LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
1. TLW apply mathematical claims using Scheme conditions.2. TLW use relational and logical operators.
Math TAAS:
PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program.
1. Explain terms:o Modificationo True and false claims / truth vs. falsityo Conditiono Individual claim vs compound claimo Relational primitiveo Arithmetic vs Relational and Logical operation
2. Exercise 3.1.1 and 3.12ASSESSMENT:
Quiz using relational and logical operators.
MATERIALS:
1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer
http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/ -
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3. Reading fromHow to Design Programs:Chapter 3.1 Booleans and RelationsKaren North Period 1A, 2A, 4A Computer Science I C3.3 Conditional Programs
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
1. TLW apply mathematical claims in Scheme programs.2. TLW use arithmetic and relational operators.
Math TAAS: 4.2 Solve problems involving measures.
PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program involving measures using the provided transparency.
1. Explain terms:o Problems which depend on an intervalo Conditional programo Conditional Expressiono Shape of a conditional expressiono cond-line / cond-clauseo Question and answer expressionso Variant of a program2. Exercise 3.3.1, 3.3.2, 3.3.3 and 3.3.4 which use conditional expressions.
ASSESSMENT:
Quiz on conditional expressions.
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node20.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node20.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node20.htm -
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MATERIALS:
1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:C3.3 - Conditions and Conditional Programs.
Karen North Period 1A, 2A, 4A Computer Science I C3.2 Progams that Test Conditions
LEARNER OBJECTIVES:TEKS/ Texas Essential Knowledge and Skills:
1. TLW apply mathematical claims in Scheme programs.2. TLW use arithmetic and relational operators.
Math TAAS: 4.1 Use metric and customary units
PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program using measurement units.
1. Explain terms:o Booleano Class of valueso Interval boundaryo Number line / Line of realso Equational conditionso Domain knowledge for computer monitors
2. Write simple programs that consumes a number and tests whether some condition about the number is true.3. Write programs for intervals or combination of intervals on a number line.4. Write equational conditions as programs.
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node22.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node22.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node22.htm -
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5. Write a program to determine if a mouse click is inside a rectangular boundary.ASSESSMENT:
Printed programs for exercises 3.2.1, 3.2.2, 3.2.3 and 3.2.4
MATERIALS:
1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:C3.2 Programs that Test Conditions.
Karen
NorthPeriod 1A, 2A, 4A Computer Science I C3.4 Designing Conditional Programs
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
1. TLW apply mathematical claims in Scheme programs.2. TLW use arithmetic and relational operators.
Math TAAS: Math 4.3 Find distance, perimeter, area, surface area, circumference, and volume.
PROCEDURES/ACTIVITIES:TAAS Activity:
Write a conditional program which selects a problem from above list.
Write helper functions for each of the formulas.
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1. Explain terms:o Different caseso Data Analysiso Number line strategyo Borderline caseso Distinct situations / amount of clauseso Conditions that characterize a situationo Claims about a program's parameters.o Evaluated sequentially.
2. List the steps in the design recipe for conditional programs.3. Exercises3.4.1, 3.4.2, 3.4.3, 3.4.4
ASSESSMENT:
Printed programs for interest, taxes, quadratic equation and charge rates.
MATERIALS:
1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:C3.4 - Designing Conditional Programs.
Karen North Period 1A, 2A, 4A Computer Science I C4 - Symbolic Information
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
1. TLW understand how to represent symbolic information.
http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node23.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node23.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node23.htm -
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2. TLW use the basic operation on symbols in conditional programs.
Math TAAS Objectives:
5.1 Counting procedures
5.2 Probability of simple and compound events
5.3 Mean, median and mode
11.5 Probability and statistics problems
PROCEDURES/ACTIVITIES:TAAS Activity:
Write computer programs applying statistics problems.
Solve ATMS activities.
1. Explain terms:o
Symbolic Information
Symbol String Keyboard character Image
o Single quotation marko Atomic piece of datao Basic operation on symbols
Comparison operation
o Artificial intelligenceWrite a program which consumes a greeting and replies with a remark.
Write a program which consumes an English word and gives the translation to another language.
Write a program which consumes two numbers, a guess and a target, and produces one of
three answers: too small, too large or perfect!
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Write a number guessing game with a random 3-digit target.Write a program which implements a Master Mind game.
Write a program applying the quadratic equation.
ASSESSMENT: Printed programs for exercises 4.1.4, 4.1.2, 4.1.3, 4.1.4, 4.1.5 and the translator.
Quiz and Test on Chapter 4.
MATERIALS:
1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 MHz computer3. Reading fromHow to Design Programs:Symbolic Information and Finger Exercies with Symbols
PROGRAM SET 6
Do each of the following programs in this order. Print the source code and run on onesheet of paper for EACH program. Copy the Interaction Window into the Definition Window when ready to print. Include Text box with name, date, period. Turn in as each is completed. Make sure the date of submission is on the paper. You will present your favorite program in this set to the class and explain how it was planned. Check off each program as completed and put the date submitted. Turn in this sheet when all programs are completed.
1. Exercise 4.1.1
(HW) Do Exercise 4.1.1 in your reading. Write the answers in your journal! Add notes and terms from Chapter 4.
Type in the sample program reply from the book following these directions:
Change the answers to something else.
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Keep the Questions the same. Design two more situations and add two more cond-clauses to the program. Add an else to cover any greeting not listed. There should now be a total of seven (7) cond-lines.
2. Exercise 4.1.1Addition
Write a translator program for another language. The program consumes the English word and returns the foreign word. You
must have at least ten (10) words in your list.
Hint: Remember, all characters are case sensitive. It is best to use all lower case characters. Do NOT use proper nouns in th is translator program.
Sample:
;;Spanish: symbol -> symbol
;;to determine the Spanish word for an English word.
(define (Spanish word)
(cond[(eq? word 'dog) 'perro]
[(eq? word 'black) 'negro]
[(eq? word 'boat) 'barco]
[else "The word is not in this translator."]))
(Spanish 'dog) = 'perro
(Spanish 'cat) = "not there"
3. Exercise 4.1.4 - Quadratic Equation. Do the plans again on the template form. Turn in these plans with the program.
4. Exercise 4.1.2 and Exercise 4.1.3Guessing games
5. Exercise 4.1.5 - Mastermind
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DESIGN RECIPE TWO
Conditional Program
With Symbolic Data
PRIOR KNOWLEDGE
DESIGN RECIPES:
Program Definition
Conditional Program with Intervals
DATA ANALYSISCONTRACT, PURPOSE, HEADER - Name of program, Input / Output
;;Constant definition for the list of SUITS in a deck of cards
;;Included so player can match the correct symbol for the game
(define SUITS (cons 'spade (cons 'heart (cons 'diamond (cons 'club empty)))))
;;Target: number -> symbol
;;Randomly return a SUIT from the list
(define (Target key)
EXAMPLES - Function calls (forEACHsituationAND end points) with estimated answers. ;;(Target KEY1) = One of four SUITS pickedrandomly
;;(Target KEY2) = One of four SUITS picked randomly
BODYSKELETON/TEMPLATE:For EACH situation there is ONE COND-CLAUSE
(define (Target key)
(cond
[ ]
[ ]
[ ]
[ ]))
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QUESTIONS: Numbered Conditions
1. (= key 1)2. (= key 2)3. (= key 3)4. (= key 4)
ANSWERS:
1. 'spade2. 'heart3. 'diamond4. 'club
TEST- Execute the program. Compare the computer answerS to your estimateS. Check logic.
> SUITS
(cons 'spade (cons 'heart (cons 'diamond (cons 'club empty))))
> (Target KEY1)
'diamond
> (Target KEY2)
'heart
DATA ANALYSISCONTRACT, PURPOSE, HEADER - Name of program, Input / Output
;;Constant definitions to randomly assign a target number
(define KEY1 (+ 1(random 4)))
(define KEY2 (+ 1(random 4)))
;;Constant definitions to randomly assign a SUIT
(define T1 (Target KEY1))
(define T2 (Target KEY2))
;;cardGame: symbol symbol --> string
;;Determine is if the suits guessed match the targets to win the game
(define (cardGame g1 g2)
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EXAMPLES - Function calls (forEACHsituationAND end points) with estimated answers.
;;Random Targets are: 'diamond 'heart
;;Both match and in correct place (cardGame 'diamond 'heart) = 'You Win!!
;;One matches and in correct place (cardGame 'diamond 'spade) = 'OneSuitAllRight!
;;Both match and in wrong place (cardGame 'heart 'diamond) = 'SuitsAllCorrect-WrongPlaces;;One matches and in wrong place (cardGame 'club 'diamond) = 'OneCorrectSuit-WrongPlace
;;Nothing correct (cardGame 'club 'club) = 'AllWrong
BODYSkeleton / Template: For EACH situation there is ONE COND-CLAUSE
(define (cardGame g1 g2)
(cond
[ ]
[ ]
[ ]
[ ][ ]))
QUESTIONS: Numbered Conditions
1. (and (eq? g1 T1) (eq? g2 T2))2. (or (eq? g1 T1) (eq? g2 T2))3. (and (eq? g1 T2) (eq? g2 T1))4. (or (eq? g1 T2) (eq? g2 T1))5. (not(and (eq? g1 T1)(eq? g2
T2)))
ANSWERS:
1. 'YouWin!!2. 'OneSuitAllRight!3. 'SuitsAllCorrect-WrongPlaces4. 'OneCorrectSuit-WrongPlace5. 'AllWrong
SIMPLIFY Since each cond-line is evaluated sequentially, last statement can be else.
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TEST- Execute the program. Compare the computer answerS to your estimateS. Check logic.
> (cardGame 'heart 'diamond)
'AllWrong
> (cardGame 'club 'spade)
'YouWin!!
CARD GAME PROGRAM;;Constant definition for the list of SUITS in a deck of cards
;;Included so player can match the correct symbol for the game
(define SUITS (cons 'spade (cons 'heart (cons 'diamond (cons 'club empty)))))
;;Constant definitions to randomly assign a target number
(define KEY1 (+ 1(random 4)))
(define KEY2 (+ 1(random 4)))
;;Target: number -> symbol
;;Randomly return a SUIT from the list
(define (Target key)(cond
[(= key 1) 'spade]
[(= key 2) 'heart]
[(= key 3) 'diamond]
[else 'club]))
;;(Target KEY1) = One of four SUITS
;;(Target KEY2) = One of four SUITS
;;Constant definitions to randomly assign a SUIT
(define T1 (Target KEY1))
(define T2 (Target KEY2))
;;cardGame: symbol symbol --> string
;;Determine if the suits guessed match the targets to win the game
(define (cardGame g1 g2)
(cond
[(and (eq? g1 T1)(eq? g2 T2)) 'YouWin!!]
[(or (eq? g1 T1)(eq? g2 T2)) 'OneSuitAllRight!]
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[(and (eq? g1 T2) (eq? g2 T1)) 'SuitsAllCorrect-WrongPlaces]
[(or (eq? g1 T2) (eq? g2 T1)) 'OneCorrectSuit-WrongPlace]
[(not(and (eq? g1 T1)(eq? g2 T2))) 'AllWrong]))
;;Random Targets are: 'diamond 'heart
;;Both match and are in correct location (cardGame 'diamond 'heart) = 'You Win!!
;;One matches and is in correct location (cardGame 'diamond 'spade) = 'OneSuitAllRight!
;;Both match and are in wrong position (cardGame 'heart 'diamond) = 'SuitsAllCorrect-WrongPlaces;;One matches and is in wrong position (cardGame 'club 'diamond) = 'OneCorrectSuit-WrongPlace
;;Neither are in correct position (cardGame 'club 'club) = 'AllWrong
(define ACE 1)
(define JACK 11)
(define QUEEN 12)
(define KING 13)
(define KEYVALUE (+ 1 (random 13)))
;;cardValue: number -> symbol
;;Determine if card value is correct
(define (cardValue value)
(cond((< value KEYVALUE) 'CardValueTooLow)
((> value KEYVALUE) 'CardValueTooHigh)
((= value KEYVALUE) 'CardValueCorrect)))
;;Random target is JACK (value 11)
;;(cardValue 7) = 'CardValueTooLow
;;(cardValue KING) = 'CardValueTooHigh
;;(cardValue JACK) = 'CardValueCorrect
The CardValue function can be combined with the Suit function to create your own games. Using those helper functions, try
using the design recipe for new programs. The Card Value template below is like the number guessing game.
DATA ANALYSISCONTRACT, PURPOSE, HEADER - Name of program, Input / Output
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(define ACE 1)
(define JACK 11)
(define QUEEN 12)
(define KING 13)
(define KEYVALUE (+ 1 (random 13)))
;;cardValue: number -> symbol;;Determine if card value
(define (cardValue value)
EXAMPLES - Function calls (forEACHsituationAND end points) with estimated answers.
;;Random target is JACK (value 11)
;;(cardValue 7) = 'CardValueTooLow
;;(cardValue KING) = 'CardValueTooHigh
;;(cardValue JACK) = 'CardValueCorrect
BODYSKELTON/TEMPLATEFor EACH situation there is ONE COND-CLAUSE
(define (cardValue value)
(cond
[ ]
[ ]
[ ]))
QUESTIONS: Boolean Expressions
1.
(< value KEYVALUE)2. (> value KEYVALUE)3. (= value KEYVALUE)
ANSWERS:
1.
'CardValueTooLow2. 'CardValueTooHigh3. 'CardValueCorrect
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TEST- Execute the program. Compare the computer answerS to your estimateS. Check logic.
> (cardValue QUEEN)
'CardValueTooHigh
> (cardValue 7)
'CardValueTooLow
> (cardValue 10)'CardValueTooLow
> (cardValue JACK)
'CardValueCorrect
Karen North Period 1A, 2A, 4A Computer Science I Week 1 - S2
LEARNER OBJECTIVES:
TEKS/ Texas Essential Knowledge and Skills:
Reading and Writing TAAS:
1. Friday and Tuesday - Analyze data to make inferences and generalizations2. Thursday - Recognize facts, points of view and propaganda.
PROCEDURES/ACTIVITIES:TAAS Activity: Write a computer program using the Design Recipe
1. Explain terms:o Compound datao Datumo Cartesian pointo Structureo Pixelo Horizontal vs. Vertical direction
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o Extracting componentso posn structure
2. Write a program which finds the distance to the origin from a pixel.3. Do Exercise 5.1.14. Do 5.1.2 by using the commands in draw-lib.ss
ASSESSMENT:
Quiz on basic terminology.
Write a program using the posn structure.
Additional Assessment
MATERIALS:1. Software: DrScheme Programming Environment
2. Hardware: Dell 586, 75 mhz computer
3. Reading fromHow to Design Programs:Chapter 5
Karen North Period 1A, 2A, 4A Computer Science I Week 2 - Structures
LEARNER OBJECTIVES:TLW Write programs using compound data.
TEKS/ Texas Essential Knowledge and Skills:
Reading and Writing TAAS: Apply objectives per packet: writing skills, generalizations and graphic organizers.
PROCEDURES/ACTIVITIES:
TAAS Activity: Write an essay comparing and contrasting the Design Recipes used for Programs
with Graphic Organizers used for Writing.
Begin Set Two Problems using STRUCTURES:
http://www.cs.rice.edu/~matthias/Tmp/Structs/http://www.cs.rice.edu/~matthias/Tmp/Structs/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node26.htmhttp://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node26.htmhttp://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.tea.state.tx.us/teks/http://www.cs.rice.edu/CS/PLT/Teaching/Lectures/Released/curriculum/node26.htmhttp://www.cs.rice.edu/~matthias/Tmp/Structs/ -
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1. Write TEMPLATES:Exercise 5.4.1
Develop a template that consumes a check-box structure.
Exercise 5.4.2Develop a template that consumes a very-small-integer.
2. Write programs using all steps in the COMPOUND DATA DESIGN RECIPE(See and Practice Design Recipe Three!!):
Exercise 5.4.3
Develop a program that consumes a time structure (Exercise 5.3.1)
(define-struct time (hours minutes seconds))
and produces the number of seconds since midnight that the time structure represents.
Exercise 5.4.4
Develop the program draws-a-disk that consumes a circle structure.
Develop the program draws-a-ring that consumes a circle structure and the width of the ring.
Develop the program in-circle? That consumes a circle structures and a pixel and determines whether or not the point is inside the
circle.
ASSESSMENT:
Presentation and explanation of programs to class teams.
MATERIALS:
1. Software: DrScheme Programming Environment2. Hardware: Dell 586, 75 mhz computer
3. Reading fromHow to Design Programs:Section 5.4
Karen North Westside HS pre-AP Computer Science I Lesson Section 7.1
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LEARNER OBJECTIVES:
1. TLW Distinguish between different types of data2. TLW Design functions for mixed data
PROCEDURES/ACTIVITIES:
1. Explain terms/concepts:o Subclasses of datao Mixed datao Class input belongso Bad use of datao Protectiono PREDICATE
2. List the predicates for classes of data that we know.3. What does struct? consume and produce?4. For each structure definition you write, Scheme introduces constructors, selectors andwhat else?5. Write a data definition for a pixel where it is either a number or a posn.6. Write a proram that finds the distance-to-0 that consumes a pixel with mixed data.
ASSESSMENT:
Exercise 7.1.1
Program Set 7.1: Exercise 7.1.2, 7.1.3
Karen Bracht North70 Patti Lynn Lane
Houston, Texas 77024
[email protected]://teachertech.rice.edu/Participants/knorth/
ProfessionalExperience
Houston I.S.D., Teacher - computer science, technology systems; Campus Educational Technologist
Alief I.S.D., Teachermathematics, computer science, web mastering, business
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Fort Bend I.S.D., Teachermathematics, computer science
Prentice Hall, Consultanttext book presenter
Dr. Mavis Kelsey, Secretary, bookkeeper, programmerUnderwood-Neuhaus Brokerage Firm, Registered executive assistant, statistician
Professional
Preparation
Texas Teacher Certificate - Mathematics, Computer Information Systems, Basic Business
SBEC Master Teacher Technologist (MTT) CertificationHISD Campus Educational Technologist (CET), Campus Curriculum Integration Technologist (CCIT)Gifted and Talented Certification - pre-AP math
University of Houston, Master of EducationUniversity of Texas, B.A.- Mathematics
Rice University, NSF TeachScheme Project
Rice University, CRPC GirlTech WorkshopRice University, Math/Computational Science Workshop
Additional ProfessionalActivities
State Board of Educator Certification - Professional Development Standards Committee
Statewide TEKS/WECM Articulation Committee for Computer Science and Computer Information SystemsInternational Conference on Math/Science Education:
Using Programming to Teach Algebra
AP College Board contributing writer:
Supporting Girls in Computer Science by Programming with Graphics
The "Write" Tool for Introductory CS CoursesNational AP Conference Presenter, Pre-AP Math and Computer ScienceHouston A+ Challenge Fondren Reforming Schools Summer Institute Presenter
American Association of University Women,Expanding Your Horizons Conference, Presenter
Texas Computer Education Association, state and region conference presenter
TCEA Computer ScienceSpecial Interest Group, president, vice-president, webmasterState Technology Application Computer Science TEKS, writerWest Publishing Company, C++ textbook editor
District Educational Improvement Council, site based decision making committee
School committees: SDMC, ProGrad, technology, goals 2000 grant, insurance, calendarCrisis Prevention Institute, Teacher as Counselor Student Assistance Program
Annenberg Institute for School Reform, Tools for Accountability evaluator
Annenberg Critical Friends Group LeaderFund for Teachers 2004 Grant winner
Houston A+ Challenge Teacher as a Researcher 2004-6 Grant winner
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Community Activities Technology Ambassadors, Westside Techs and Investment Club sponsorLeo Lions Club Sponsor
Alief Youth Corp Elsik sponsorAlief Super Neighborhood Council, sponsored by Mayor Brown, City of HoustonAlief Community Association, board of directors, treasurer, webmaster
ACA Co-chair Education Committee, planner educational forums, Mayors Brunch
Keep Houston Beautiful commissioner and education committee memberLa Leche League, parent educator
Amateur Radio License, KD5EMH
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