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3.3 SUGGESTED SYLLABUS 35 rloop | La if then | — | | | | rloop | | | | | a | |else | | rloop | | | | | a | um Figure 3.3. A loop skeleton example and its representation How will the listener discern the loops, and how will he/she be able to distinguish them? The solution we have chosen is the following: in parallel loops, we implemented the same sounds but with different musical instruments. For example (see Figure 3.3): A possible sound sequence of the above algorithm is (fa* is a violin fa): The nucleus of the outer loop is repeated twice, the nucleus of the first inner loop three times (during its both executions), and the nuclei of the parallel inner loops five and four times respectively. Each of the parallel loops is executed ones. In the dialogue box of the run_code module (see Figure 3.4), the “beautified C/C++ code” of the analysed algorithm appears. Pushing the Run button starts the slow-motion running of the program. While the students “are listening to the loop skeleton of the algorithm” represented by its sound sequence, they can keep their eyes on the program’s running (as we can see, the instruction which is being executed is highlighted). 3.3 Suggested syllabus We suggest the following syllabus (students are not only observers of a simulation, they are actively involved in the teaching-learning process; bidirectional student-computer communication):
