BBRC3250_ComputingScienceP3_Final_CTP.pdf
1
23/12/2562 BE
13:03
BBRC3250
Literacy Skills
Communication Collaboration Critical Thinking Creativity
C
Primary Education Smart+
Information Literacy Media Literacy Technology Literacy
Learning Skills
M
Y
CM
MY
This series helps you to understand and apply computational thinking to solve daily problems in an orderly and systematic way.
CY
CMY
There are four parts in each book in this series: Solving daily problems using logical thinking and computational thinking Coding or writing simple computer programs
Prathomsuksa 3
K
Using ICT to collect, process and present data Evaluating information found online and using ICT safely
Based on the Basic Education Curriculum B.E. 2551 (Revised Edition B.E. 2560)
BBRC3250
885-87220-0313-5
8 858722 003135
885-87220-0313-5 First Published 2563
All rights reserved. No part of this publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means without prior permission of Pelangi Publishing (Thailand) Co., Ltd. 2020
2019.13.01_01 CT Guide TittlePage_P1-6.indd 3
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Special features Extra relevant information helps in understanding the topic better.
Video-based information engages viewers and enhances learning experience.
Game-based learning incorporates problem solving and critical thinking skills.
Higher-order questions promote critical thinking skills.
Collaborative activities encourage students to learn from each other and foster teamwork.
Solving puzzles and brain-teasers helps to develop problem-solving skills and boost logical thinking.
? A summary helps students to identify the main ideas of the topic.
More practices enable students to reinforce their understanding of the topic.
Contents
ii
Chapter 1 Algorithms
1
Chapter 2 Computer programming
17
Chapter 3 Data handling
42
and communication Chapter 4 Information technology
59
Let’s Play
75
Computing Science Prathomsuksa
3
Chapter
1
Algorithms
What are algorithms? Every day our mother cooks rice. It is a simple daily task. However, it has many steps.
Step 1 Measure the rice and put
Step 2 Rinse the rice
it into the cooking pot.
turns clear.
Step 4 Put the cooking pot
Step 3 Add water into
into the rice cooker.
Step 5 Turn on the rice
until the water
the cooking pot.
Step 6 When the rice is cooked,
cooker.
fluff the rice and serve.
What will happen if you miss a step or jumble up the steps?
If we missed a step or did not follow through the sequence correctly, we might end up in a mess and the rice might not cook properly.
During a birthday party, the birthday girl or boy will blow the candles on the cake before serving the cake. There are steps to do so. 2 1
3
4
5
Could we carry out the above activity starting from step 5 instead of step 1? What would happen?
There is a set of step-by-step instructions for every process or solution to a problem. This is known as an algorithm. In an algorithm, each step is identified and the order or sequence of the steps is determined.
What are other activities or processes you have carried out that have a set of step-by-step instructions? What will happen if we do not follow the sequence? Will the results be the same?
2
Computing Science Prathomsuksa
3
Writing algorithms Actually, we have been exposed to algorithms in the earlier levels. When we listed out the solutions step by step either by writing, verbally or using symbols, we are actually performing algorithms. Let’s look at this example. Anong’s teacher asked Anong to determine if a number is an odd or even number.
An e v num en ber?
75
An odd number?
Anong wrote a simple reply algorithmically: If the number is divisible by 2 without any remainder, it is an even number. If the number is divisible by 2 with a remainder, it is an odd number.
So, is 75 an even number or an odd number?
When 75 is divided by 2, the result is 37 with a remainder of 1. So, 75 is an odd number.
Chapter 1
Algorithms
3
How are we going to re-write the algorithm using symbols?
Start
Enter a number
No
Any remainder when divided by 2?
It is an even number.
End
Yes
It is an odd number.
1 Do you still remember the meanings of these symbols? State their meanings. Symbol
4
Computing Science Prathomsuksa
3
Meaning
Tic-tac-toe Tic-tac-toe is a fun game that is believed to exist for over 3,000 years ago. It is played on a grid of nine squares by two players. Firstly, we need to decide who starts the game. They will take turns to put a mark (either a X or an O) on the grid.
The first player who gets 3 of his marks in a row wins. When all the squares are filled up and no one gets 3 marks in a row, the game ends in a tie. Now, below is an example of how this game is played. Player 1
Player 2
Player 1
Chapter 1
Algorithms
5
Player 2
Player 1
Player 2
Player 1
Player 2
Player 1
In the second last step, what should Player 2 do in order not to lose but to end in a tie?
There are many options on where we can put the marks. Every different option produces different results. Tips: Always try to figure out how to get 3 marks in a row. Always try to stop the opponent from getting 3 marks in a row. Always pay attention where the opponent puts his mark. Let’s challenge ourselves. Can you win against the computer? http://tiny.cc/xyfofz
6
Computing Science Prathomsuksa
3
2 Nora has done an algorithm using symbols on how to play the game of tic-tac-toe. Analyze her algorithm. Is it correct? If not, rewrite the algorithm. Start
Any more space? Yes
No
End
Get X's move
Yes
Is X winning? No Get X's move
Yes
Is O winning?
No
The traditional tic-tac-toe is arranged in a 3-by-3 grid. Have you heard of tic-tac-toe arranged in a 4-by-4 grid? Find out more about it online.
Chapter 1
Algorithms
7
Tetris In the 1980’s, Tetris was a very popular tile-matching puzzle video game. It allows players to rotate, move and drop the blocks to fill up the gaps of the lines.
Once the line is completed, it will disappear. If the blocks stack up and reach the top of the playing field, the game ends. There are seven types of blocks that are made up of four squares each.
Tips: Try to place the blocks horizontally, not vertically. Sometimes, it is better to clear more lines at a time than to clear single lines all the times. Learn to rotate the blocks in both ways. Try not to misplace the blocks.
Let’s challenge ourselves. Have fun! http://tiny.cc/k6hofz
8
Computing Science Prathomsuksa
3
3 Play the game of Tetris a few times. Now, write an algorithm on how to play this game.
This game increases its speed as you play longer. How will you manage this?
Chapter 1
Algorithms
9
How to get to the library from your classroom Grade 3 class has a new student. Yuni is guiding the new student to the library from their classroom by giving her some instructions.
Canteen
Grade 4
Grade 3 Football field
Toilet
Grade 5
Grade 2
Library
Grade 6
Teacher‛s office
Grade 1
Gate
This is what Yuni says to her. Firstly, walk out of the classroom and turn left. Then, walk straight until you reach a junction. Turn right at the junction. The football field is on your right and the teacher’s office is on your left. Continue walking. The library is located after the teacher’s office. What Yuni said is actually the algorithm to get to the library from her classroom. Why is it an algorithm? Any new students or parents can use this algorithm to find the library from Grade 3 classroom.
What would Yuni say in order to guide the new student to the canteen from the library?
10
Computing Science Prathomsuksa
3
BBRC3250_ComputingScienceP3_Final_CTP.pdf
1
23/12/2562 BE
13:03
BBRC3250
Literacy Skills
Communication Collaboration Critical Thinking Creativity
C
Primary Education Smart+
Information Literacy Media Literacy Technology Literacy
Learning Skills
M
Y
CM
MY
This series helps you to understand and apply computational thinking to solve daily problems in an orderly and systematic way.
CY
CMY
There are four parts in each book in this series: Solving daily problems using logical thinking and computational thinking Coding or writing simple computer programs
Prathomsuksa 3
K
Using ICT to collect, process and present data Evaluating information found online and using ICT safely
Based on the Basic Education Curriculum B.E. 2551 (Revised Edition B.E. 2560)
BBRC3250
885-87220-0313-5
8 858722 003135