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Elaboration (3) ACTDIP037

simulating simple, iterative processes, for example modelling compound interest or ecological models using a spreadsheet

Elaboration (2) ACTDIK015

recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of 00, 01, 10 and 11

recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for recording a TV show or how their lunch order is taken and delivered

Elaboration (3) ACTDIK015

representing whole numbers in binary, for example counting in binary from zero to 15, or writing a friend’s age in binary

Elaboration (3) ACTDIP009

using software to sort and calculate data when solving problems, for example sorting numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet …

Elaboration (3) ACTDIP016

using software to automate calculations to help with interpreting data, for example using functions to make arithmetic calculations using multiple cells and summing cell ranges

Elaboration (3) ACTDIP040

using tracing techniques to test algorithms, for example desk checking an algorithm for a given input by stepping through the algorithm while keeping track of contents of the variables

Elaboration (3) ACTDIK002

exploring with patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21, or that an email address has a name followed by an @ symbol followed by another type of name

Elaboration (3) ACTDIK008

exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, …

Elaboration (3) ACTDIP019

experimenting with different ways of representing an instruction to make a repetition, for example loops in a flowchart diagram or using a ‘REPEAT’ statement

Elaboration (3) ACTDIP041

selecting different types of data structures such as an array, record and object to model structured data

Elaboration (3) ACTDIP003

exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph

Elaboration (3) ACTDIP036

extracting specific data from an external source and storing it in a format that is more useful for analysis, for example combining mapping data from multiple electronic data sets to build a composite representation

Elaboration (3) ACTDIP020

creating a quiz where questions are repeated until the correct response is given, for example questions and feedback on responses in a few slides in a slideshow

Elaboration (3) ACTDIP026

querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields

Elaboration (3) ACTDIP029

using structured English to express algorithmic instructions, for example using conventional statements such as ‘while’ and ‘endwhile’ in a ‘while loop’ when describing interactive instruction

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