Designed for computer science instruction, Turing is simply the easiest, most fun, and most effective way of teaching programming concepts.
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Designed for computer science instruction, Turing is simply the easiest, most fun, and most effective way of teaching programming concepts. |
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Teacher Produced Resource - Computer Engineering | ||
![[Filler]](/img/filler30.gif){kind=small} |
Six New Interfacing Projects with Support Materials by Mike Grieve. | |
Teacher Produced Resource - Study Guides | ||
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A Study Guide for Programming: Concepts and Paradigms by Mike Arsenault. | |
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A Study Guide for Problem Solving and Programming in Turing by Mike Arsenault. | |
Teacher Produced Resource - Units | ||
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A Unit on Sequential Files, Arrays and Records by Paola Barillaro | |
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A Unit on Object Oriented Programming Using GUI Widgets by Freda Zomer. This uses the old Widget class. | |
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A Set of Units on Programming in Turing by Greg Rodrigo | |
Answers to Exercises in Textbooks | ||
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On-line and Paper Solutions Manuals for Turing Textbooks can be found here. | |
Example Programs from Textbooks | ||
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Example Programs for Turing Textbooks can be found here. | |
Purchasable Resources for Teaching | ||
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Turing Stuff!- A collection of teacher provided resources edited by HSA | |
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Turing Teacher's Manual - Overhead Slide Master, Exercise Solutions and Quizzes for the Turing Tutorial Guide and a set of worksheets for Turing | |
Other | ||
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Download the latest version of Adobe Acrobat Reader from Adobe's Web Site. | |
These projects are to give computer-engineering teachers some ideas for
possible projects or culminating activities. All the projects involve
interfacing through the parallel port. The projects have used the
components from the Classic Technology Kit (see suppliers).
Included are: teacher’s notes, student handouts, diagrams, exemplars,
worked solutions and marking schemes for most of the projects. The projects
are available to download as a one .pdf file or in separate files (also
.pdf format). The Turing solutions have been zipped with any picture files
used.
These projects satisfy the interfacing expectations for all the
computer-engineering courses, but are most appropriate for the grade
10 or 11 level. The interfacing concepts in each project are all pretty
much the same; the limiting factors are time, construction and program
difficulty.
Start by clicking here.
This Study Guide provides outcomes for all major topics covered in the
textbook Programming: Concepts and Paradigms. These outcomes are
primarily at the knowledge and comprehension level, but whenever possible,
higher-order categories are included. Key Terms for students to define or
identify are listed at the beginning of each set of outcomes. It is not
expected that students define every item or have mastered every outcome.
This Study Guide can be used in many different ways. It can be kept as a
resource strictly for teachers, helping them to organize and focus on
the important ideas presented in each chapter. The outcomes can be
rewritten and posed more as a question for student homework, or even
for evaluation purposes. Transforming knowledge outcomes into study
questions can inform students of instructor expectations and enhance
the learning process. As students answer questions, they not only take
a more active role in learning, but their attention is focused on the
concepts that the instructor believes are important. The skill outcomes
can also be rewritten and posed as an assignment for students to complete,
along with the exercises at the end of each chapter.
This document has several sections. Each section is meant to be loaded in an internet browser and then printed by selecting Print from the Browser menus. The document is located at http://www.holtsoft.com/turing/resources/pcap_sg.html.
This Study Guide provides outcomes for all major topics covered in the
textbook Problem Solving and Programming in Turing. These outcomes
are primarily at the knowledge and comprehension level, but whenever
possible, higher-order categories are included. Key Terms for students
to define or identify are listed at the beginning of each set of outcomes.
It is not expected that students define every item or have mastered every
outcome.
This Study Guide can be used in many different ways. It can be kept as a
resource strictly for teachers, helping them to organize and focus on the
important ideas presented in each chapter. The outcomes can be rewritten
and posed more as a question for student homework, or even for evaluation
purposes. Transforming knowledge outcomes into study questions can inform
students of instructor expectations and enhance the learning process. As
students answer questions, they not only take a more active role in
learning, but their attention is focused on the concepts that the
instructor believes are important. The skill outcomes can also be
rewritten and posed as an assignment for students to complete, along with
the problems and questions for discussion at the end of each chapter.
Teachers should know that it is our intention that The Study Guide
be posted by Holt Software as a web-based resource.
This document has several sections. Each section is meant to be loaded in an internet browser and then printed by selecting Print from the Browser menus. The document is located at http://www.holtsoft.com/turing/resources/pst_sg.html.
This following document offers a step-by-step approach, complete with handouts,
explanations and programs, for teaching the topics of sequential files, arrays and
records in Turing. A concerted effort has been made to develop these topics so that
one topic logically progresses to the next. If you choose to make use of this
resource for teaching or learning these topics, maintaining the sequence would
be advisable. If you choose to utilize only selected handouts then you may have
to make minor alterations as they may refer a previous topic.
The philosophy behind this sequential approach originates in a strong belief that
students, like all of us, are most receptive to learning and then applying this
knowledge, when they are presented with solid reasons for doing so. In short,
they must see the benefit derived in putting the required effort into the learning.
This document, by presenting these units in a step-by-step approach, hopefully is
consistent with this end.
This document is meant to be loaded in an internet browser and then printed by selecting Print from the Browser menus. The document is located at http://www.holtsoft.com/turing/resources/files_arrays_records.html .
This document is intended to familiarize a teacher with the use of classes and objects. This is done by teaching them to use the various predefined classes of objects available with OOT. Once these have been mastered teachers should feel more comfortable about creating classes and objects of their own.
This document is meant to be loaded in an internet browser and then printed by selecting Print from the Browser menus. The document is located at http://www.holtsoft.com/turing/resources/objects_classes.html .
For more information, click here.
The last section is a study unit (a set of worksheets) written by Mike Arsenault of Lakefield College. These are close to 200 pages in length and roughly follow the Turing Tutorial Guide.
A single copy of the Turing Teacher's Manual is provided to schools when they obtain a license for the Turing software. Additional copies are $30 plus GST where applicable. The Turing Teacher's Manual is also provided free with an order of 10 or more copies of the Turing Tutorial Guide.
The Turing Teacher's Manual is now in its third edition and is intended to accompany the Turing Tutorial Guide, Fourth Edition.
