Analytical Program of the Learning Unit Key Review

Bachelor's degree level RC-DI-002 00-07/21

DIRECTORATE OF DIGITAL EDUCATION

 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

Autonomous University of Nuevo León

Faculty of Public Accounting and Administration
Bachelor's Degree in Management

Analytical program
Introduction to Programming

I. Welcome

Welcome to this learning unit. We trust that you will find it of great importance in the training of the professional in the
administration in the face of current technological advances, as these demand an increasingly higher level of technological mastery in light of the growing volume of data
to collect and analyze in search of capitalizing benefits for the organization. With this in mind, this UA starts a line of learning that seeks to become
in a competitive advantage for graduates of the bachelor's degree in management as it will lay the foundation for the automation of the process and
data analysis in a personalized way and according to the needs of the profession.

During this learning unit, you will learn the fundamentals of defining and implementing algorithms for data processing.
We wish you a very fruitful learning process, reminding you that you will always be accompanied by your facilitator teacher who will be able to
clarify any doubts and concerns that may arise regarding the competencies to be acquired in this subject.

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 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

II. Analytical Program

1. Identification data:
Name of the institution and the dependency: Autonomous University of Nuevo León
Faculty of Public Accounting and Administration
Name of the learning unit: Introduction to Programming

Total guided time (theoretical and practical): 80 hours

Time guided by week: 4 hours

Total autonomous time: 10 hours

Mode (school-based, non-school-based, mixed): Educated

Curricular Area: Basic Training (ACFB)

UANL Credits (whole numbers): 3

Date of preparation (dd/mm/yy): 24/01/2021

Last updated date (dd/mm/yy): 4/08/21

Responsible(s) for the design: Dr. Álvaro Francisco Salazar González

Responsible(s) for the adjustment to the non-modality Dr. Álvaro Francisco Salazar González
scholarly

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 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

2. Presentation:

This learning unit is aimed at fostering the student's algorithmic thinking ability, as well as the competence to apply it through the
development of computer programs that automate essential data processing tasks. This will be achieved by, in a first phase, understanding
the theoretical concepts of programming and identify the phases that comprise an algorithmic solution as well as the identification of the requirements to be met
for the solution to be developed; in a second phase, such algorithmic solutions will be expressed through pseudocode and the process of converting those solutions
in Python code considering the interaction with the end user and the control of the execution flow according to the identified conditions to be evaluated for,
a third phase, automate repetitive data processes by iteratively executing sections of the algorithm and storing multiple versions of data
through native structures in memory; consecutively, in a fourth phase, it will differentiate simple options for non-volatile data storage formats,
developing the ability to store the data of a solution using non-volatile resources and its subsequent retrieval; thus supporting this
preservation of the state of a solution. By the end of the course, the student should be able to propose and implement an algorithmic solution for a case of
study to solve.

3. Propósito(s):

This learning unit aims for the student to acquire the fundamental knowledge of computer programming.
structured procedural), for its application in systems that support the strategic and operational processes of organizations; the representation will be reviewed.
algorithmic procedures using the PSeInt tool, and the algorithms are coded using the Python language. Introduction to Programming
important and relevant within the educational program of Administration because it will provide the student with the logical and algorithmic foundations that will
they will allow the implementation of different levels of automation for data processing tasks related to business, as well as establishing a
collaboration in multidisciplinary teams that address information and knowledge solutions for organizations.

This learning unit has no antecedentes. Introduction to Programming contributes to the development of the subsequent UA 'Data Warehouses', since
they will review the foundations for the algorithmic processes that will allow for the automation of data storage tasks.

Introduction to programming contributes to three of the general competencies of UANL, as it requires the student to know themselves and elaborate
a personal learning plan, autonomously choosing the cognitive techniques that work best for the development of required learning evidence
for the unity; in addition to the fact that the student will use a second language (English), since programming language involves the structural use of statutes in

DIRECTORATE OF DIGITAL EDUCATION

 Analytical Program of the Learning Unit Key Review
Bachelor's degree level RC-DI-002 00-07/21

that language, and that the most updated bibliography related to the subject is in that language; (6.2.1) requires that the student uses inclusive and neutral language in the
interfaces of the developed programs, in line with the culture and customs of the program's target audience; (9.2.2) requires the student to adapt to the
environments and resources available, both technical and informational, which are in constant transformation. All of this within an environment of
collaboration between peers, teachers, and self-taught electronic sources that allow them to adapt to the changing environment while keeping the main objectives in sight
of their learning (15,2.2).

Similarly, Introduction to Programming contributes to the development of one of the specific competencies (1) of the profile of a Bachelor's degree holder in
Management, since, through the course, the student will obtain an algorithmic approach to processes and information systems that will allow him to build
progressively the knowledge of how to apply them in the business world and take advantage of the benefits they can bring.

4. General competencies:

Competencias instrumentales:
6. Use a second language, preferably English, clearly and correctly to communicate in everyday, academic, and professional contexts.
scientists.

Personal and social interaction skills:

9. Maintain an attitude of commitment and respect towards the diversity of social and cultural practices that reaffirm the principle of integration in the context.
local, national and international with the aim of promoting environments of peaceful coexistence.

Integrative competencies:
15. Achieve the adaptability required by the professional social environments of uncertainty in our time to create better living conditions.

5. Specific competencies:

1. Manage the strategic and operational processes of organizations with a systemic and creative vision, using qualitative information systems.
and quantitative, in order for them to be more competitive and achieve strategic growth.

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 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

6. Graphic representation:

Phase I - Concepts Phase II–Python Phase III - Applications of Phase IV - Preservation of

fundamentals of the Python state
PIA
elemental.
programming.

Automate Differentiate Technical report

Understand the Express
processes of options of a case
concepts solutions theoretical that gives
theoretical of the algorithmic repetitive data simple of
through the format of solution to a
programming. by means of
execution storage need for
•Identificar las pseudocode.
iterative of of data no information
phases that Convert using the
proposals sections of the volatile,
they make up a algorithm. developing the logic
solution algorithmic in algorithmic.
Python code Store capacity of
algorithmic. store the
considering the multiple
interaction with versions of data of a
the end user and data through solution
the control of of structures by means of
flow of natives in resources no
execution of memory. volatile and its
agreement to the posterior
conditions recovery.
identified to To endure the
evaluate. preservation of
state of a
solution.

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 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

7. Structuring the learning unit in phases:

PHASE I: Fundamental concepts of programming

Elements of Competence:
➢ Distinguish the fundamental concepts of programming and their application through specialized languages to solve basic development problems.
implementation of algorithms.

Evidence Evaluation criteria for the Learning activities Contents Resources

evidence
• It addresses the definition of • The student participates in• Definition of Pseudocode• Productivity software
Algorithm. a diagnostic forum about the • Algorithm (University Office)
Essay about the • Present the concept of importance of unity the concept • PSeInt
algorithms and their application variables, sus learning in the profile of oStages • Thonny
in business. identifiers and types. Licensed in oRequerimientos • Báez et al. (2017). Python
• Explain the concept of Administration with a • Variables with applications to the
customer requirements and vision of transformation oConcepto mathematics, engineering and
its importance digital, responding to the Identifiers Finance. Chapters I and II
• Relate the previous ones following questions: oTypes • Ramirez. (2014).
concepts with examples of Why is it important that • Work environments Cognitive techniques
business processes a Licensed in oPSeInt tools for thinking
• Elaborate as a team. Administration sea oThonny more and better. Chapters XI and
• Include institutional cover competent para: A) Eighteen
with identification data Justify the digitization and • Ramirez. (2007).
of student and evidence automation of the Introduction a the
of learning. services of the [Link] VI
• Include the sections organizations, B) What of • Danisable. (2019).
clearly defined by: way automation and Learn a to program
Introduction, Development and systematization of the analysis from scratch with PseInt!

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 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

Conclusion demonstrating of the data can What is PseInt? | Part 1.

congruence between them represent an advantage [Link]
• Includes content competitive for the w
subjectives contributed by organizations? • Farmer. (2020).
all the members, • The student will review the #ProgrammingInPython -
derived from the sources reference texts Starting with Thonny,
revised. Cognitive techniques, [Link]
• A is established tools for thinking 5g
pronouncement or idea. more and better.
• Use it properly. (2014). Chapter XI), and
APA standard in effect as of Introduction a the
write the resources of programming. (Ramirez.
consultation and support used (2007), Chapter VI) and
in the preparation of the Python with applications to
evidence. mathematics, engineering
• Prefers sources and finance.(Báez et al
academics when you are (2017), Chapters I and II).
are available. • The student, in a team,
• Delivery in format prepare a summary about
MsWord (docx), font of the algorithms,
Calibri 11 pts double requirements, variables,
space. Pseudocode, including
• Deliver the document how do I attach a glossary of
through the platform terms specialized
NEXUS. regarding the algorithms and
the variables that these
they can handle. (Activity
1.1).
• The student will visualize the
videos Learn a

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 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

program from scratch with

PseInt! | ¿Qué es PseInt? |
Part 1, (Danisable (2019)
[Link]
#ProgrammingInPython -
Starting with Thonny,
(VFBw and Bauer, 2020)
[Link]
5g
• The student, in a team,
will produce a video that
demonstrate the functionality
from the PSeInt environments and
Thonny(Activity 1.2)

PHASE II: Elemental Python

Elements of Competence:
➢ Use the algorithmic fundamentals of the Python programming language with an algorithmic approach in order to meet the requirements to be fulfilled.
to solve a problem to study.

Evidence Evaluation criteria of the Learning activities Contents Resources

evidence
• Identify the requirements• The student will carry out• Presentation of Python • Productivity software
2. Technical report of a of the case study. reading of the resources of• Comments (University Office)
theoretical case study • Express the algorithm that reference: • Variables • PSeInt
resolved solve the case. -Python with applications to • Expressions • Thonny
algorithmically. mathematics, engineering • Báez et al. (2017) Python with
• Intrinsic functions
applications a the
• Input and output of data

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 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

• Identify the data y and finance (Báez et al., 2017) • String handling mathematics, engineering and
processes to apply to the Chapters I-III. • Decision structures finances Chapters I, II, and III.
same. Python 3 Practical Course • Caves. (2016). Python 3
• Point out and demonstrate the (Cuevas (2017) Chapters I- Practical course. Chapters I, II and
application in the theoretical case III). III
• Pérez. (2016).Python Fácil
de: -Easy Python. (Pérez
Chapter I.
Expressions (2016) Chapter I.
• RealPython. (2020). Real
Intrinsic functions Real Python Python.
User interaction 2020)
String manipulation • The student, in a team,
Decision structures elaborate a manual of
• Implement the script for elements algorithmic
Python that solves the case basics of the language of
• Work in a team. programming Python
• Include institutional cover (Activity 2.1).
with identification data • The student participates in
of student and evidence of the socialization forum in
learning. where I propose cases
• Indica clearly relevant to the profession in
specific contributions of where applicable
each team member. concepts algorithmic
• Use it properly. basics (Comentarios,
current APA standard Variables, Expressions,
write the resources of Functions intrinsic,
consultation and support used Input and Output of data,
in the preparation of the String handling and
evidence. decision structures.
• The student, after
participation in the forum
select and solve, in

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 Programa Analítico de la Unidad de Aprendizaje Key Review
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• Delivery in MsWord format team, relevant cases regarding

(docx), Calibri font 11 pts your area of study
to double space. applying the elements
• Delivery the document basic algorithms of
through the platform Python (Activity 2.2).
NEXUS. • The student solves
the partial evaluation of the
phase I and II, through the
Nexus platform.

PHASE III: Python Applications

Elements of Competence:
➢ Solve practical programming cases through the development of algorithms with controlled execution flow and according to the requirements.
identify; this with the purpose of complying with the specifications of the data solution to be developed.

Evidence of Evaluation criteria of the Learning activities Contents Resources

learning evidence
• Identify the requirements• The student reviews the• Control structures • Productivity software
of the case study. reference resources: • Native data structures (University Office)
3. Technical report of a • Express the algorithm that Python with applications to oLists • PSeInt
theoretical case study solve the case. mathematics, engineering Tuples • Thonny
algorithmically resolved • Identify the data y and finance. (Báez et al dictionaries • Báez et al. (2017)Python
through tools processes to apply to the (2017) Chapters IV-VII, oMatrices with applications to the
iterative and structural of same. Python 3 Practical Course mathematics, engineering and
data. • Implement the script of (Cuevas, (2016) Chapter 3 finances. (Chapters IV–VII)
Python that solves the III and VI) • Caves. (2016). Python 3
case. Real Python Practical course. Chapters III
(2020) and VI

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 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

• Identify and demonstrate in the - Morioh(Morioh, 2020) • RealPython. (2020). Real

case solved the application• The student, in a team, Python.
de: create a manual of • Morioh. (2020). Morioh.
Control structures. algorithmic elements of
Data structures Python oriented to
• Work as a team. iterativity and structures
• Include institutional cover of native data uni and
with identification data bidimensional (Activity)
of student and evidence of 3.1)
learning. • The student participates in
• Indica clearly the socialization forum for
specific contributions of identify relevant cases
each team member. to the profession where
• Use it properly sean applicable the
APA standards in effect as of concepts of iterativity and
write the resources of data structures.
consultation and support used • The student, after
in the preparation of the participation in the forum, in
evidence. team select y
• Entrega en formato MsWord resolve relevant cases
(docx), Calibri font 11 pts to his area of study that
double space. prove the
• Delivery the document exploitation of
through the platform multiple iterations of
NEXUS. code and/or structures of
native data to solve
a problem(Activity
3.2).

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 Analytic Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

PHASE IV: Preservation of the state

Elements of Competence:
➢ Program algorithmic solutions that preserve the state of an application by leveraging simple, yet non-volatile, data stores.
in order to prevent data loss at the end of their execution, as well as to recover them when restarting these solutions.

Evidence of Evaluation criteria of the Contents Resources

Learning activities
learning evidence
• Identify the requirements• The student reviews the• Files • Productivity software
4. Technical report of a of the case study following resources: Plans (University Office)
theoretical case study • Express the algorithm that Python with applications tooCSV • PSeInt
resolved algorithmically solve the case mathematics, engineering oExcel • Thonny
that applies resources to • Identify the data y and finance. (Báez et al • Báez et al. (2017).Python
the preservation of the state processes to apply to the (2017) Chapter IX with applications to the
of the solution. the same oOpenPyXL (Tutorial, 2021) mathematics, engineering and
• Implement the script of oRealPython. (2020). Real finances. (Chapter IX)
Python that solves the case Python. • Tutorial. (2021). OpenPyXL
and demonstrates the preservation• The student, in a team, • RealPython (2020) Real
del state for hello elaborate a picture Python.
justifying the choice of comparative between formats
file type used for of files for
Hello. exchange of data
• Collaborate as a team. (Activity 4.1).
• Include institutional cover • The student, in a team,
with identification data create a manual for the
of student and evidence of preservation and recovery
learning. of the state of a solution
• Indicate clearly by means of formats of
specific contributions of files for exchange
each member of the team. of data. (Activity 4.2).

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 Analytical Program of the Learning Unit Key Review
Level of Bachelor's Degree RC-DI-002 00-07/21

• Use it properly• The student solves

APA norm in effect as of the final assessment of the
write the resources of phase III and IV, through the
consultation and support used Nexus platform.
in the preparation of the
evidence.
• Delivery in MsWord format
(docx), font Calibri 11 pts
to double space.
• Delivery the document
through the platform
NEXUS.

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 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

8. Comprehensive evaluation of processes and products (weighting / summative evaluation).

Global evaluation scheme of the Learning Unit:

Aspect to evaluate Percentage

Portfolio of Learning Evidence:

− First Phase (15%)
− Second Phase (15%) 60%
− Third Phase (15%)
− Fourth Phase (15%)

Examinations 20%

Integrative Learning Product 20%

Final grade 100

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 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

Evaluation framework of the Learning Unit broken down by Stages and Learning Evidence:

Phase Evidence of learning Weighting

Diagnostic Evaluation Requirement
Activity 1.1 - Summary about Algorithms
3 points
requirements, variables and pseudocode
First Phase
Activity 1.2 - Video about PSeInt and Thonny 3 points
(15%)
Evidence 1–Essay on: Algorithms and their
9 points
application in business
Activity 2.1 - Manual of basic algorithmic elements
4 points
of Python
Second Phase Activity 2.2–Case resolution on elements
4 points
(15%) basic algorithms to relevant cases in the profession.
Evidence 2 - Technical report of a case study
7 points
theoretically resolved algorithmically.
Activity 3.1–Manual of iterative algorithmic resources
4 points
and iterative data structures
Activity 3.2 – Case resolution on resources
Third Phase iterative algorithms and data structures uni and 4 points
(15%) bidimensional
Evidence 3 - Technical report of a case study
theoretically solved algorithmically using tools 7 points
iterative.
Fourth Phase Activity 4.1 - Comparative table between formats of
4 points
(15%) data exchange file

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 Analytical Program of the Learning Unit Key Review
Bachelor's Degree Level RC-DI-002 00-07/21

Activity 4.2 – Preservation and Conservation Manual

4 points
from the state through data exchange formats
Evidence 4 - Technical report of a case study
theoretical solved algorithmically that applies resources 7 points
for the preservation of the state of the solution.
TOTAL 60 points

9. Integrative product of the learning unit.

Integrative Learning Product:
Technical report of a theoretical case that provides a solution to an information need using algorithmic logic.

1. Reflectively review the case to be resolved and create a prose narrative of the results of that analysis.
2. Identify the functional requirements and conditions to be met and establish them as objectives to be achieved.
3. Propose the necessary algorithms to meet the requirements of step #2 by expressing them in pseudocode or
flow diagrams
4. Implement the algorithms proposed in step #3 using the Python programming language to obtain an application.
Instructions: operative
5. Collect and organize evidence that demonstrates the functionality of the algorithms described in step #4.
6. Express the general conclusions that this dynamic has allowed the team members to reach.
7. Project new features to consider in future versions of the implemented development.
8. Once finished, save your evidence in PDF format and name the file with your name and activity number. Example:
Reyes_Alberto_Activity1.1
9. Upload your evidence in the corresponding section on the platform assigned by your facilitator.

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 Analytical Program of the Learning Unit Key Review
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Weighting: 30%
Substantive criteria:
• Description of the organizational need to be supported.
• Definition of functional requirements.
• Algorithmic proposal
• Breakdown of the data to be processed and the information to be obtained
• Representation of the proposed algorithm
• Argumentation for the fulfillment of the case requirements.
• Proposals for the next versions
Criteria of
evaluation
Criteria of form:
• Integrate into the following structure: Institutional cover for the PIA, Table of contents, Introduction, algorithmic proposal.
General conclusions
• Include an institutional cover page with student identification data and evidence of learning.
• Use the current APA guidelines appropriately when writing the consultation and support resources used in the preparation of the
evidence.
• Show responsibility in meeting the established deadlines for the delivery of the document.
• Demonstrate integrity in the preparation and delivery of the evidence.

Working method: In a team

Delivery method: • NEXUS

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 Analytical Program of the Learning Unit Key Review
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10. Sources of support and consultation.

Basic bibliography:
• Báez López, D., Cervantes Villagómez, O., Arizaga Silva, J. A., & Castillo Juárez, E. (2017).Python con aplicaciones a las matemáticas, ingeniería y finanzas.
Mexico City: Alfaomega (BASE TEXT).
• Bauer, K. (30 de Junio 2020). #ProgramandoEnPython - Empezando con Thonny[Video]. YouTube. [Link]
• Cuevas, A. (2016).Python 3 Curso práctico. Ciudad de México: AlfaOmega
• Danisable. (7 de Octubre 2019).Aprende a programar desde cero con PseInt! | ¿Qué es PseInt? | Parte 1[Video]. YouTube. [Link]
• Morioh. (2020). Morioh. Obtained from [Link]
• OpenPyXL. (2021). Tutorial[Link]
• Pérez, A. (2016).Python Fá[Link] de México: AlfaOmega.
• Ramírez, F. (2014).Cognotécnicas, herramientas para pensar más y mejor.México D.F., México. AlfaOmega.
• Ramírez, F. (2007). Introduction to programming. Mexico City, Mexico. AlfaOmega.
• RealPython. (May 12, 2020). Real PythonObtained from [Link]

III. General Documents

Methodology
NOTE: The 'General Methodology for Learning Units in Distance Education' proposed by the Distance Education Department can be established
as a base methodology, considering the incorporation of the particularities or elements required for each Learning Unit under this modality
educational.

2. Commitments
NOTE: The "General commitments for the distance modality" has been established as a basis document for the learning units in this modality.
educational.

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