Running Time Analysis Activity
(→Overview) |
(→Background) |
||
| Line 20: | Line 20: | ||
=== Background === | === Background === | ||
| − | * | + | * Learners should be able to understand the definition of the running time analysis |
| − | * | + | * Learners should be able to read code in a given programming language (the HFOSS project will be chosen based on this programming language) |
=== Directions === | === Directions === | ||
Revision as of 15:45, 19 June 2019
A Learning Activity is the smallest unit of learning and could be a classroom activity, homework assignment, etc. Learning activities can be sequenced into Learning Modules, and can support steps on Pathways to FOSS contributions.
Overview
| Title |
Running Time Analysis Activity. |
|---|---|
| Overview |
Students will search for snippets of code in a given HFOSS project, with a given running time |
| Prerequisites |
Basic understanding of the Running Time (big-Oh) and access to the project's source files |
| Learning Objectives |
After successfully completing this activity, the learner should be able to:
|
| Process Skills Practiced |
|
Background
- Learners should be able to understand the definition of the running time analysis
- Learners should be able to read code in a given programming language (the HFOSS project will be chosen based on this programming language)
Directions
- What should the student do?
Deliverables
- What will the student hand in?
Notes for Instructors
The remaining sections of this document are intended for the instructor. They are not part of the learning activity that would be given to students.
Assessment
- How will the activity be graded?
- How will learning will be measured? Ideally, there should be a way to measure each of the objectives described above.
- How will feedback to the student be determined?
Include sample assessment questions/rubrics. Feel free to indicate that the activity itself is not graded, however it would be helpful to include any questions that might be used at a later date to interpret learning, for example on a quiz or exam.
The form of the assessment is expected to vary by assignment. One possible format is the table:
| Criteria | Level 1 (fail) | Level 2 (pass) | Level 3 (good) | Level 4 (exceptional) |
|---|---|---|---|---|
| Criterion 1... | ||||
| Criterion 2... |
Comments
- What should the instructor know before using this activity?
- What are some likely difficulties that an instructor may encounter using this activity?
Suggestions for Open Source Community
Suggestions for an open source community member who is working in conjunction with the instructor.
Additional Information
| ACM BoK Area & Unit(s) |
What ACM BoK Area and Unit(s) are covered? |
|---|---|
| ACM BoK Topic(s) |
What specific topics are addressed? The Computing Curricula 2013 provides a list of topics in Appendix A - The Body of Knowledge (page 58) - https://www.acm.org/education/CS2013-final-report.pdf |
| Difficulty |
Is this activity easy, medium, or hard? |
| Estimated Time to Complete |
How long should a typical student take to complete the activity? |
| Environment / Materials |
What does the student need? (e.g. Internet access, IRC client, Git Hub account, LINUX machine, etc.) |
| Author(s) |
Who wrote this activity? |
| Source |
Is there another activity on which this activity is based? If so, please provide a link to the original resource. |
| License |
Under which license is this material made available? We request that you pick a Creative Commons license. We suggest using a template like: {{License CC BY}} or {{License CC BY SA}} |
For this blank format: This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
