Computer test for add
Computerized Test for ADHD
Continuous performance tests may be used to help diagnose ADHD — but how do they work?
A diagnosis of attention deficit hyperactivity disorder (ADHD) relies primarily on subjective measures, such as observing a person’s symptoms and behaviors.
However, an objective computer test may also be used to support this diagnosis.
Computerized continuous performance tests (CPTs) can help measure selective attention, sustained attention, and impulsivity.
A computerized test typically involves the rapid presentation of a series of visual or auditory stimuli over a certain period of time. This may include numbers, letters, number and letter sequences, and geometric shapes.
The test is performed continuously without interruption. It’s typically administered by a licensed mental health professional or a physician.
Test takers are told to respond to a “target” stimulus and to avoid responding to “non-target” stimuli. The test administrator will tell you what each is before the test begins.
The number of times you respond to a non-target stimulus is called a commission error. The number of times you don’t respond to a target stimulus is an omission error.
Your responses may help in diagnosing the type of ADHD you have.
Commission errors may be considered a sign of impulsivity. If you respond too infrequently — so you get omission errors — it could show inattention symptoms.
If both types of errors are shown during the test, you might be showing signs of combined-type ADHD.
The clinician will look at the number of correct responses, response time, and the variability of response time.
There are a variety of computerized tests that may be used to help diagnose ADHD.
Test of Variables of Attention (TOVA)
The TOVA is an FDA-cleared computerized test.
It’s been shown to be reliable and can detect each subtype of ADHD: hyperactive-impulsive, inattentive, or combined.
The TOVA was designed to be free of anything that could skew the results, such as language-processing difficulties or short-term memory problems.
It uses simple geometric shapes as both target and non-target stimuli.
During the visual test, you may be directed to click a button or switch when you see a target shape, and not click when you see a non-target shape.
The auditory test follows the same process, using a sound instead of a geometric shape.
Both the visual and auditory tests measure the same factors. For children ages 4–5, the TOVA test lasts about 10.9 minutes. For those ages 6 and up, the test is about 21.6 minutes.
In a small 2007 study, researchers said the TOVA test may be useful in assessing issues with attention and impulsivity.
MOXO CPT
The MOXO CPT consists of 8 levels and lasts about 15.2 minutes.
The test has a built-in distractor that provides visual and auditory distractions that the test taker has to ignore, just as they would in real life. This is the only computerized test that contains real-life distractions.
Each stimulus is followed by a void period of the same duration.
The void is designed to distinguish accurate responses performed in “good timing” from accurate but slow responses (correct responses made during the void period).
A study in 2017 on the MOXO CPT was conducted in 339 children with ADHD (ages 7–12) and a control group of 459 age-matched children without ADHD. The test looked at 4 measures: attention, timing, impulsivity, and hyperactivity.
They found that children with ADHD scored lower in the attention and timing measures and higher in hyperactivity and impulsivity. The sensitivity rate was 85% or higher in all age categories.
Conners’ CPT 3rd Edition
The Conners’ CPT 3rd Edition is a 14-minute test for ages 8 and up. This test assesses the respondent’s performance in areas of inattention, impulsivity, sustained attention, and vigilance to help detect ADHD and other neurological conditions related to attention.
There’s currently not much information about whether this test is reliable for diagnosing ADHD.
But a 2019 study suggests the test might be helpful for measuring sustained attention — attention over a long period of time — and impulsivity.
IVA: Integrated Visual and Auditory CPT
The IVA CPT is a 13-minute test designed to differentiate individuals with ADHD from those with conduct disorder. It can also be used to monitor the effectiveness of neurofeedback training or medication.
Not much research has been done recently to evaluate whether IVA CPT is a helpful test for ADHD.
However, an older study in 2002 found that people with ADHD received lower scores on measures of reaction time, inattention, impulsivity, and variability of reaction time.
QbTest
The QbTest is FDA-approved and combines attention and impulsivity measures with motion tracking analysis, which allows the clinician to evaluate fidgetiness and hyperactivity.
The test setup includes a computer screen and an infrared camera. You’ll wear a headband with an infrared marker attached to it and hold a responder button.
The QbTest is designed to assess and diagnose ADHD, as well as evaluate the effects of stimulant medication. Test results are collected into a report and compared with data from peopel without ADHD of the same sex and age.
In a 2018 study, researchers looked at the accuracy of several objective ADHD tests, including the Quantified Behavior Test (QbTest).
The findings show relatively high accuracy among both adults and children: 79% (adults) and 78% (children) when using only objective measures. However, using both subjective and objective measures was found to be more accurate.
Computerized tests are only one possible part of the evaluation process for ADHD.
A thorough ADHD evaluation may include:
- an intake of your developmental and health history
- interviews with parents, teachers, caregivers, co-workers, and you
- a direct observation of your behaviors
- broad-based rating scales that consider all possibilities, or alternative explanations, for behaviors
- narrow rating scales of ADHD-specific behaviors
- a measure of intelligence
- tests of attention, memory, persistence, or executive functioning (may or may not be computerized)
- tests of reading, writing, and math if a learning disorder is suspected
There’s some debate over how effective computerized tests are in detecting or diagnosing ADHD.
One concern is whether these tests can truly evaluate for inattention among real-world distractions.
Another concern has been whether the score should be based on response time. Some experts say doing so doesn’t allow for differentiation between motor speed problems and inattention.
Another potential problem may be that people with other neurodevelopmental diagnoses — such as dyslexia and certain brain injuries — may have similar difficulties with executive functions and reaction time variability.
A 2017 study found that reaction time differences and other types of errors may be misinterpreted as inattention.
Another study found the tests to be fairly ineffective at diagnosing ADHD types in adults. The classification error was 80.3% for the inattentive type and 22.5% for the hyperactive type when using it to identify ADHD presentations.
If you think you or your child might have ADHD and you want to take a computerized test, contact your family physician or a mental health professional who has experience working with people with ADHD.
Clinicians might vary in their diagnosis process, so it’s helpful to ask if they offer computerized tests as an option and if they might be covered by insurance.
Computerized Test for ADHD
Continuous performance tests may be used to help diagnose ADHD — but how do they work?
A diagnosis of attention deficit hyperactivity disorder (ADHD) relies primarily on subjective measures, such as observing a person’s symptoms and behaviors.
However, an objective computer test may also be used to support this diagnosis.
Computerized continuous performance tests (CPTs) can help measure selective attention, sustained attention, and impulsivity.
A computerized test typically involves the rapid presentation of a series of visual or auditory stimuli over a certain period of time. This may include numbers, letters, number and letter sequences, and geometric shapes.
The test is performed continuously without interruption. It’s typically administered by a licensed mental health professional or a physician.
Test takers are told to respond to a “target” stimulus and to avoid responding to “non-target” stimuli. The test administrator will tell you what each is before the test begins.
The number of times you respond to a non-target stimulus is called a commission error. The number of times you don’t respond to a target stimulus is an omission error.
Your responses may help in diagnosing the type of ADHD you have.
Commission errors may be considered a sign of impulsivity. If you respond too infrequently — so you get omission errors — it could show inattention symptoms.
If both types of errors are shown during the test, you might be showing signs of combined-type ADHD.
The clinician will look at the number of correct responses, response time, and the variability of response time.
There are a variety of computerized tests that may be used to help diagnose ADHD.
Test of Variables of Attention (TOVA)
The TOVA is an FDA-cleared computerized test.
It’s been shown to be reliable and can detect each subtype of ADHD: hyperactive-impulsive, inattentive, or combined.
The TOVA was designed to be free of anything that could skew the results, such as language-processing difficulties or short-term memory problems. It uses simple geometric shapes as both target and non-target stimuli.
During the visual test, you may be directed to click a button or switch when you see a target shape, and not click when you see a non-target shape.
The auditory test follows the same process, using a sound instead of a geometric shape.
Both the visual and auditory tests measure the same factors. For children ages 4–5, the TOVA test lasts about 10.9 minutes. For those ages 6 and up, the test is about 21.6 minutes.
In a small 2007 study, researchers said the TOVA test may be useful in assessing issues with attention and impulsivity.
MOXO CPT
The MOXO CPT consists of 8 levels and lasts about 15.2 minutes.
The test has a built-in distractor that provides visual and auditory distractions that the test taker has to ignore, just as they would in real life.
This is the only computerized test that contains real-life distractions.
Each stimulus is followed by a void period of the same duration. The void is designed to distinguish accurate responses performed in “good timing” from accurate but slow responses (correct responses made during the void period).
A study in 2017 on the MOXO CPT was conducted in 339 children with ADHD (ages 7–12) and a control group of 459 age-matched children without ADHD. The test looked at 4 measures: attention, timing, impulsivity, and hyperactivity.
They found that children with ADHD scored lower in the attention and timing measures and higher in hyperactivity and impulsivity. The sensitivity rate was 85% or higher in all age categories.
Conners’ CPT 3rd Edition
The Conners’ CPT 3rd Edition is a 14-minute test for ages 8 and up. This test assesses the respondent’s performance in areas of inattention, impulsivity, sustained attention, and vigilance to help detect ADHD and other neurological conditions related to attention.
There’s currently not much information about whether this test is reliable for diagnosing ADHD.
But a 2019 study suggests the test might be helpful for measuring sustained attention — attention over a long period of time — and impulsivity.
IVA: Integrated Visual and Auditory CPT
The IVA CPT is a 13-minute test designed to differentiate individuals with ADHD from those with conduct disorder. It can also be used to monitor the effectiveness of neurofeedback training or medication.
Not much research has been done recently to evaluate whether IVA CPT is a helpful test for ADHD.
However, an older study in 2002 found that people with ADHD received lower scores on measures of reaction time, inattention, impulsivity, and variability of reaction time.
QbTest
The QbTest is FDA-approved and combines attention and impulsivity measures with motion tracking analysis, which allows the clinician to evaluate fidgetiness and hyperactivity.
The test setup includes a computer screen and an infrared camera.
You’ll wear a headband with an infrared marker attached to it and hold a responder button.
The QbTest is designed to assess and diagnose ADHD, as well as evaluate the effects of stimulant medication. Test results are collected into a report and compared with data from peopel without ADHD of the same sex and age.
In a 2018 study, researchers looked at the accuracy of several objective ADHD tests, including the Quantified Behavior Test (QbTest).
The findings show relatively high accuracy among both adults and children: 79% (adults) and 78% (children) when using only objective measures. However, using both subjective and objective measures was found to be more accurate.
Computerized tests are only one possible part of the evaluation process for ADHD.
A thorough ADHD evaluation may include:
- an intake of your developmental and health history
- interviews with parents, teachers, caregivers, co-workers, and you
- a direct observation of your behaviors
- broad-based rating scales that consider all possibilities, or alternative explanations, for behaviors
- narrow rating scales of ADHD-specific behaviors
- a measure of intelligence
- tests of attention, memory, persistence, or executive functioning (may or may not be computerized)
- tests of reading, writing, and math if a learning disorder is suspected
There’s some debate over how effective computerized tests are in detecting or diagnosing ADHD.
One concern is whether these tests can truly evaluate for inattention among real-world distractions.
Another concern has been whether the score should be based on response time. Some experts say doing so doesn’t allow for differentiation between motor speed problems and inattention.
Another potential problem may be that people with other neurodevelopmental diagnoses — such as dyslexia and certain brain injuries — may have similar difficulties with executive functions and reaction time variability.
A 2017 study found that reaction time differences and other types of errors may be misinterpreted as inattention.
Another study found the tests to be fairly ineffective at diagnosing ADHD types in adults. The classification error was 80.3% for the inattentive type and 22.5% for the hyperactive type when using it to identify ADHD presentations.
If you think you or your child might have ADHD and you want to take a computerized test, contact your family physician or a mental health professional who has experience working with people with ADHD.
Clinicians might vary in their diagnosis process, so it’s helpful to ask if they offer computerized tests as an option and if they might be covered by insurance.
Information security (additional) - test 1
Main / Other / Information security (additional) / Test 1
Exercise 1:
Number 1
What is the risk of sending paid SMS messages that are offered to be sent on some sites to gain access to the closed parts of such sites ?
Answer:
(1) The risk is that after sending such a message you may be blocked from accessing the Internet
(2) the risk is that a much larger amount can be withdrawn from the phone’s account than indicated on the website
(3) the risk is the possibility of a computer virus infecting the phone
(4 ) The risk lies in the possibility of your phone number being stolen by intruders
Number 2
To whom can I disclose my email address?
Answer:
& NBSP (1) Only the Postal Service Administration & NBSP
& NBSP (2) only to its Internet provider & nbsp
& nbsp 9002 & nbs 9000
& nbsp 9000 9000
users whose mailboxes are located on the same web resource
(5) the email address is not classified as secret data, it can be reported to everyone with whom you need to correspond
Number 3
How can a computer virus enter a system?
Answer:
& nbsp (1) through the fraudulent site & nbsp
& nbsp (2) via e -letter & nbsp
(3) through the program for the program for making video calls & nbsp 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 connecting a keyboard from an infected computer to an uninfected oneExercise 2:
Number 1
What are the risks associated with malware?
Answer:
& nbsp (1) They can transmit confidential information to attackers & nbsp
& nbsp (2) They can spoil and destroy data & nbsp
& nbsp (3) (3) (3) (3) , indistinguishable from a dialogue with a real interlocutor, tricking the user into learning confidential information & nbsp
Number 2
What is the danger of getting the password from the user's e-mail box into the hands of intruders?
Answer:
(1) there is no particular danger, in extreme cases he will receive several letters from unknown addressees, usually advertising, which can be ignored
(2) the danger lies in the fact that after that, he may lose access to the mailbox, attackers can correspond on his behalf
(3) danger lies in the fact that after that the user's computer may be physically damaged
(4) 5) the danger lies in the fact that, having access to the mailbox, attackers are able to gain access to other user accounts
Number 3
What can happen if you make a mistake when entering the address of a website in the browser address bar, which provides for entering a username and password to access any personal resources?
Answer:
(1) the system will automatically correct the error, in any case the user will be taken to the desired site
(2) a transition to a fraudulent site to steal user credentials can be made, which is very similar to the one to which the transition was planned & nbsp
(3) such an error always leads to the fact that no site will be redirected
(4) such an error always leads to an automatic transition to the official website of the country in which the user is located
Exercise 3:
Number 1
Who can give the password to access the electronic mailbox?
Answer:
& nbsp (1) Only the Postal Service Administration & NBSP
& NBSP (2) only to its Internet provider & nbsp
& nbsp nobody & nbsp
& nbsp
& nbsp secret data, you can share it with anyone you want to correspond with
Number 2
How can a computer virus enter the system?
Answer:
& nbsp (1) through the fraudulent site & nbsp
& nbsp (2) through the infected flash-disk
& nbsp (3) via messages in the messages of messages of messages ) after connecting a mouse from an infected computer to a non-infected one
Number 3
Who can give the password to access the e-mail box?
Answer:
& NBSP (1) Only the Postal Service Administration & NBSP
& NBSP (2) Nobody & nbsp
& nbsp (3) only to those users whose mailboxes are located on the same Wece
(4) the password is not classified as secret, you can share it with anyone you want to chat with
Exercise 4:
Number 1
What is the danger of a user's e-mail address falling into the hands of intruders?
Answer:
(1) there is no particular danger, in extreme cases, he will receive several letters from unknown recipients, usually advertising, which can be ignored
(2) that after that he may lose access to the mailbox, attackers can correspond on his behalf & nbsp
(3) danger lies in the fact that after that the user's computer may be physically damaged
(4) the danger lies in the fact that after that the user's computer may be infected with a computer virus
Number 2
What are the risks associated with malware?
Answer:
(1) they can disrupt computers
(2) they can transmit confidential information to intruders
(3) they can engage in a meaningful email conversation that is indistinguishable from a real-life conversation by tricking the user into knowing confidential information
Number 3
What is the role of passwords for accessing personal pages of websites in the Internet security system?
Answer:
(1) passwords play only a formal role, in any case, no one except the owner of the page can access it
(2) passwords are used only when you first connect to personal pages , after that, no one except the owner of the page will be able to access it
(3) passwords play a crucial role, because if an attacker finds out the password and username, he will be able to connect to the personal page of this user
(4) passwords are only important when working with foreign web pages.
When working with pages of Russian sites, you can do without them
Exercise 5:
Number 1
How can a computer virus enter the system?
Reply:
(1) via infected flash drive
(2) via email
& nbsp (3) Through the program for making video calls & nbsp
& nbsp (4) After connecting a webcam from an infected computer to an unpretentious & nbsp
9000 number 2
to a passage on a social network?
Answer:
(1) social network administration only
(2) to no one
(3) only to those users whose accounts are on the same web resource
(4) the password does not belong to secret data, it can be reported to any Internet users
7Number 3
How can the creation, use and distribution of malicious computer programs be characterized, in accordance with the legislative norms of the Russian Federation?Electronic supplement to the textbook "Informatics" for grade 6 (EMC Bosova L.
L. and others 5-9 cells.)
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§ 1. Objects of the surrounding world
Presentation "Objects of the surrounding world"
Presentation "Objects of the surrounding world" (Open Document Format)
Poster "Objects"
Safety poster
Interactive tests
- Online test "Objects of the surrounding world". Option 1
- Online test "Objects of the surrounding world". Option 2
Links to EC resources CER
- interactive task "Actions-signs - 1" (N 193100)
- interactive task "Actions-signs - 2" (N 193005)
- interactive task "Actions-signs - 3" (N 193169)
- interactive task "Actions-signs - 2" (N 193005)
- interactive task "Composition-actions - 1" (N 193173)
- interactive task "Composition-actions - 2" (N 193165)
- interactive task "Composition-actions - 3" (N 193084)
- interactive task "Composition-action - K" (N 193086)
- interactive task "General properties - 1" (N 192995)
- interactive task "General properties - 2" (N 193155)
§ 2.
Computer objects
Presentation "Computer Objects"
Presentation "Computer Objects" (Open Document Format)
Computer and Information Poster
Poster "How information is stored in a computer"
Interactive tests
- Online test "Computer objects". Option 1
- Online test "Computer objects". Option 2
Links to EC resources CER
- Files and Folders animation (196624)
- animation "Explorer" (196653)
- File manipulation exercise (196633)
§ 3. Relations of objects and their sets
Presentation "Relations of objects and their sets"
Presentation "Relations of objects and their sets" (Open Document Format)
Poster "Objects"
Interactive tests
- Online test "Relations of objects and their sets". Option 1
- Online test "Relationships of objects and their sets.
" Option 2
Links to EC resources CER
- interactive task "Composition - K" (N 193235)
- interactive task "Composition - 1" (N 193137)
- interactive task "Composition - 2" (N 192987)
- interactive task "Composition - 3" (N 193216)
- interactive task "Composition - 4" (N 193006)
- interactive task "Composition - 5" (N 193185)
- interactive task "Composition - 6" (N 193042)
- interactive task "Composition - 7" (N 193012)
- interactive task "Scheme of composition - 1" (N 193171)
- interactive task "Scheme of composition - 2" (N 193227)
- interactive task "Composition Scheme - 3" (N 193195)
- interactive task "Scheme of composition - 4" (N 193268)
- interactive task "Scheme of composition - 5" (N 193024)
- interactive task "Structure scheme - 6" (N 193239)
- interactive task "Structure scheme - K1" (N 193191)
- interactive task "Scheme of composition - K2" (N 193095)
§ 4.
Varieties of objects and their classification
Presentation "Varieties of objects and their classification"
Presentation "Varieties of objects and their classification" (Open Document Format)
Interactive tests
- Online test “Varieties of objects and their classification. Option 1
- Online test “Varieties of objects and their classification. Option 2
Links to EC resources CER
- interactive task "Sets - 1" (N 193323)
- interactive task "Sets - 2" (N 193190)
- interactive task "Sets - 3" (N 193177)
- interactive task "Sets - K" (N 193115)
- Table "Classification of numbers by value" (N 140262)
- Table "Classification of numerals by composition" (N 140195)
§ 5. Systems of objects
Presentation "Systems of objects"
Presentation "Systems of Objects" (Open Document Format)
Poster "Systems"
Interactive tests
- Online test "Systems of objects".
Option 1 - Online test "Systems of objects". Option 2
Links to EC ROA 9 resources0507
- solar system model animation (N 130547)
- animation "Respiratory system" (N 142906)
- animation "Organism - organ system" (N 137180)
- animation "Unified deep-water system of the European part of Russia" (N 159926)
- Black Box Interactive Lab (student version) (N 184058)
§ 6. Personal computer as a system
Presentation "Personal computer as a system"
Presentation "Personal computer as a system" (Open Document Format)
Computer and Information Poster
Interactive tests
- Online test "Personal computer as a system". Option 1
- Online test "Personal computer as a system". Option 2
Links to EC resources CER
- Black Box Laboratory (N 156435)
§ 7.
How we know the world around us
Presentation "How we know the world around us"
Presentation "How we know the world around us" (Open Document Format)
Interactive tests
- Online test "How we know the world around us." Option 1
- Online test "How we know the world around us." Option 2
Text "Slavic digital alphabet"
§ 8. The concept as a form of thinking
Presentation "The concept as a form of thinking"
Presentation "The concept as a form of thinking" (Open Document Format)
Interactive tests
- Online test "The concept as a form of thinking". Option 1
- Online test "The concept as a form of thinking." Option 2
§ 9 Information Modeling
Presentation "Information Modeling"
Presentation "Information Modeling" (Open Document Format)
Poster "Models"
Interactive tests
- Information modeling online test.
Option 1 - Online test "Information Modeling". Option 2
Links to EC resources CER
- 3D interactive model "Geographic model of the Earth" (N 1)
- Atoms and Molecules 3D Models (N 186500)
- Faceted Chamber. 3D model (N 198154)
- Illustration "Object model" (N 151928)
- Pilot the ship through the lock interactive model (N 186830)
§ 10. Iconic Information Models
Presentation "Iconic Information Models"
Presentation "Iconic Information Models" (Open Document Format)
Poster "Models"
Interactive tests
- Online test "Iconic information models". Option 1
- Online test "Iconic information models". Option 2
Links to EC resources CER
- Table constructor "Types of texts" (N 187579)
- Table constructor "Theoretical knowledge about arithmetic operations" (N 187643)
- Uniform motion model 1 tool (N 180780)
- Uniform Motion Model 2 Tool (N 180445)
§ 11.
Tabular Information Models
Presentation "Tabular Information Models"
Presentation "Tabular Information Models" (Open Document Format)
Interactive tests
- Online test "Tabular Information Models". Option 1
- Online test "Tabular Information Models". Option 2
Links to EC resources CER
- Table "Spelling of unstressed adjective endings" (N 139231)
§ 12 Graphs and charts
Presentation "Graphs and charts"
Graphs and Charts Presentation (Open Document Format)
Interactive tests
- Graphs and Diagrams online test. Option 1
- Online test "Graphs and charts". Option 2
Links to EC resources CER
- Plot x(t) Animation (N 186653)
- Interactive task "Fill in the table according to the diagram" (N 192256)
- Can you read a line diagram? (N 192487)
- Interactive task "Swallow" (N 181096)
- Interactive task "Bird flight altitude" (N 181858)
- Interactive task "Bees" (N 181879)
- Interactive task "Gopher" (N 181498)
§ 13.
Schemes
Presentation "Schemes"
Presentation "Schemes" (Open Document Format)
Interactive tests
- Online test "Schemes". Option 1
- Online test "Schemes". Option 2
Links to EC resources CER
- interactive task "Counts - 1" (N 193071)
- interactive task "Counts - 2" (N 193076)
- interactive task "Counts - 3" (N 193222)
- interactive task "Counts - 4" (N 193049)
- interactive task "Counts - 5" (N 193153)
- interactive task "Counts - 6" (N 193270)
- interactive task "Graphs - K" (N 193121)
§ 14. What is the algorithm
Presentation "What is an algorithm"
Presentation "What is an algorithm" (Open Document Format)
Poster "Algorithms and Executors"
Text "On the origin of the word "algorithm"
Interactive tests
- Online test "What is an algorithm".
Option 1 - Online test "What is an algorithm". Option 2
Links to EC resources CER
- interactive task "Algorithm - K2" (N 193150)
- interactive task "Working with the algorithm" (N 193576)
§ 15. Performers around us
Presentation "Performers around us"
Presentation "Performers around us" (Open Document Format)
Poster "Management and performers"
Interactive tests
- Online test "Performers around us". Option 1
- Online test "Performers around us". Option 2
Free software
- performer Grasshopper in the KuMir system
§ 16. Forms of writing algorithms
Presentation "Algorithm Recording Forms"
Presentation "Algorithms Recording Forms" (Open Document Format)
Interactive tests
- Online test "Forms of writing algorithms".
Option 1 - Online test "Forms of writing algorithms". Option 2
Free software
- performer Grasshopper in the KuMir system
§ 17. Types of algorithms
Presentation "Types of Algorithms"
Presentation "Types of Algorithms" (Open Document Format)
Interactive tests
- Online test "Types of algorithms". Option 1
- Online test "Types of algorithms". Option 2
Links to EC resources CER
- Interactive task "Branching - 2.1" (N 193036)
- interactive task "Branching - 2.2" (N 193264)
- interactive task "Cycle - 1.2" (N 193295)
- interactive task "Cycle - 3.2" (N 193103)
- interactive task "Cycle - 6.2" (N 193240)
§ 18. Management of the executor Draftsman
Presentation "Management of the executor draftsman"
Presentation "Management of the executor drafter" (Open Document Format)
Poster "Performer"
Interactive tests
- Online test "Management of the Executor Draftsman".
Option 1 - Online test "Management of the Executor Draftsman". Option 2
Free software
- performer Draftsman in the KuMir system
Computer workshop
Job 2. Working with file system objects
Job 2
Work 3. Repeating the possibilities of the graphic editor - a tool for creating graphic objects
Job 3
Job 4. Repeating the possibilities of a word processor - a tool for creating text objects
Job 4
Job 5. Getting to know the graphics capabilities of the word processor
Job 5
Job 6. Create computer documents
Job 6
Work 8. Creating graphic models
Job 8
Work 9. Creating verbal models
Job 9
Job 10. Create multilevel lists
Job 10
Work 11.
Learn more
