The idea for this Study Guide came from the observation that structure and focus help to clarify what is important in what we teach. Students have greater satisfaction and understanding if we are clear about what we expect them to know, understand, and have mastered.

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.

The material presented here can be used to help direct the attention and focus of instruction and student learning, but the extent to which it will be used must be determined by the individual instructor. Teachers should include only those key terms and knowledge or skill outcomes that they feel they have emphasized, and that they feel their students can reasonably achieve given the time and resources at their disposal.

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.

Alternatively, these outcomes can be given directly to students and used as a study guide resource, making explicit what they are to know and understand from each part of the course. If the later approach is used, it is important to review each item with students after the relevant section of the course has been taught. This will ensure that there is no misinterpretation of the outcome that is listed. The instructor can then select those outcomes that suit his or her specific goals for the course and that are appropriate in the context of the department and school.

Once the outcomes for a course are mapped out, they can be used as a guide for preparing each class, organizing transitions and cues during lessons, and also for prefacing a topic about to be taught. It is possible to change an outcome from a declarative statement to a question which can be posed during a lesson to create greater anticipation. The intent and hope is that these outcomes can act as a useful resource to teachers and students.

Each chapter in this study guide provides a clear set of key terms as well as knowledge and skill outcomes. These outcomes describe what you should be able to do once you have mastered the material. They are not all-inclusive; they are directed at the chapter's major concepts. These outcomes suggest a plan of study, define the goals toward which you should aim, and help you organize the content of the chapter.

The knowledge outcomes help you to focus on the important ideas and theories around which the discipline of computer science is organized. The skills outcomes help you to focus on the main tasks that you are expected to be able to perform. What is presented here is not exhaustive, but merely a guide to your reading and understanding of each chapter.

Once you have read the chapter and participated in the classes, take a look at the outcomes. Then go back over the text, trying to keep the outcomes in mind. Review each of the outcomes and see if you can meet them. You can use them as a means of organizing your thoughts, and ensuring that you have focused on the main ideas presented in the chapter. It is not enough to merely think that you can achieve each outcome, but rather you should demonstrate your ability. Try to write out an appropriate response as if the outcome were posed to you as a question. As well, you should be able to demonstrate how skillfully you can examine and create programs. It is through doing that you demonstrate to yourself and your teacher that you know and understand the material.

Each chapter in this Study Guide corresponds to the same chapter in the book Problem Solving and Programming in Turing by J.N.P. Hume. The same conventions that were used in the textbook have been adopted here. Generally, the order of the outcomes follows the order of their appearance in the textbook, though this may not always be true.

When a reference is made to a program which is found in the textbook, the name of the program is given in quotations (e.g. the "number" program).

Reserved words are shown in boldface type, and identifiers are italicized.

My experience in working with the team at Holt Software (especially Chris Stephenson and Tom West) has been rewarding and stimulating. Their personable and professional approach to each facet of the project always helped and was very much appreciated. This Study Guide was made possible through the Co-op Teacher Program that Holt Software Associates offers during the summer. I am grateful for their encouragement, their flexibility, and the opportunities which the program has provided.