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Organisational component 4
% Welcome 4
Lecturer 4
& Calendar 4
' Academic honesty 5
( Assessment 6
) Written examination 6
Prescribed text 6
Study component
Session 1: Orientation 7
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Session 5: Building a spreadsheet model
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Welcome to CIT 720 Computers as Cognitive Tools. We trust that you will
find the content motivating and challenging.
Session 1 Orientation
Date 11 July 2007
Time 17:30-20:30
Venue Computer Lab, Groenkloof Campus
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Session 4 Modelling with Spreadsheets
Learning object 1: Date & Time functions
Learning object 2: Math & Trig functions
Learning object 3: Statistical functions
Learning object 4: Lookup & Reference functions
Learning object 5: Database functions
Learning object 6: Logical functions
Learning object 7: Strategies for developing spreadsheet
skills
Learning object 8: Advantages and limitations of
spreadsheet for modelling
Date 1 August 2007
Time 17:30-20:30
Venue Computer Lab, Groenkloof Campus
Direct quotations, facts and figures, as well as ideas and theories, from both
published and unpublished works must always be referenced.
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• deprive a student the right or a privilege in terms of his or her
registration;
• suspend a student for a specified period;
• deny a student the privilege of re-registration as a student at the
University.
The marks obtained for the practical assignment(s) will constitute your module
mark. The average of the module mark and the mark obtained in the written
examination will constitute the final mark of the module.
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Learning outcomes
Reading Activity
Exercise 1
1. Navigate to the CIT 720 folder on the Share drive of the computer you use
in the Groenkloof Lab.
2. Open the file named Reading Tests and copy the tests to you home
directory. Complete each test. Adhere to the time allocation indicated.
3. Save the file as Reading_Tests in the CIT 720 folder in your home
directory.
Learning outcomes
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• Outline what a model as a conceptual system consists of and indicate
how it is represented externally.
• Comment on the function of external models.
• State the purpose of modelling.
• Distinguish between quantitative and qualitative models.
• Explain the difference between constructing a model and using it and
explain why using a model does not provide much opportunity for
learning.
• Define domain knowledge and mention two computer-based tools to
propagate it.
• Mention the four kinds of system in systems thinking.
• Define system.
• Explain what modelling thinking means.
• Write explanatory notes on mindtools in education.
• Mention four classes of mindtool and indicate what kind of computer-
based tool each can be propagated with.
• Mention two limitations of mindtools.
Reading Activity
Learning outcomes
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Reading Activity
Assignment
Create the database as Assignment_1.mdb in the CIT 720 folder in the disk
space provided or in your memory stick.
After completion of the mindtool upload it to your esnips file sharing facility.
Learning outcomes
• Define spreadsheet.
• Define function in spreadsheet context.
• Mention the three primary functions of spreadsheets.
• List the mental processes generated by spreadsheets.
• Outline the essence of a spreadsheet.
• Mention 4 ways in which spreadsheets model phenomena.
• Write explanatory notes on spreadsheets for computation, analysis and
reasoning.
• Write explanatory notes on spreadsheets for mathematics
comprehension.
• Explain the components of and mental activities of the learner in doing
spreadsheet calculations.
• Outline how spreadsheets can animate numeric phenomena.
• List the strategies for modelling with spreadsheets.
• Briefly discuss the advantages and limitations of modelling with
spreadsheets.
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Assignment
After completion of the mindtool upload it to your eSnips file sharing facility.
Learning outcomes
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Assignment
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• Prevention of memory overload
• Availability of immediate feedback in preference to delayed feedback
After completion of the mindtool upload it to your eSnips file sharing facility.
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