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B1.2 · Solve problems alone and in a team

Learn to solve problems alone and in a team through clear examples and targeted practice.

Ontario Grade 11 Computer Science

Software Development

A practical approach to ICS3U expectation B1.2

A problem is a situation that needs a solution. In computer science, that might mean figuring out why a program gives an unexpected result, deciding how to organize information, or planning how a task should work. The B1.2 expectation is about solving problems alone and with a team. It does not require one special technique that works every time. Instead, you practise making the problem understandable, trying a reasonable approach, checking what happens, and adjusting when needed. You may do these things on your own or with others. The examples in this lesson use everyday classroom situations so the focus stays on the problem-solving process, rather than on a particular programming language.

What you will learn

Describe a problem clearly before trying to solve it.
Choose a sensible first step when working independently.
Contribute to a team by sharing ideas, listening, and checking progress.
Review a proposed solution and decide whether it addresses the original problem.

1. Make the problem clear

Before choosing a solution, make sure you understand what needs to change. A useful plain-language description identifies the situation, the goal, and any limits. For example, “Our group’s presentation is too long” is a starting point. A clearer version might be, “We need to shorten the presentation to fit the assigned time while keeping the main explanation and example.” The clearer version gives you a way to judge possible solutions.

Separate what you know from what you still need to find out. You might know the presentation’s current length and the time limit, but not yet know which parts repeat information. If a key detail is missing, ask a question or check the relevant instructions instead of guessing. Keep the task manageable: identify a next step that you can actually try.

A simple input–process–output description can help even when no program is involved. The inputs are the information and limits you start with; the process is the work you do; the output is the result you want. For the presentation, the inputs include the draft and time limit, the process includes reviewing and trimming, and the output is a shorter presentation that still covers the important points. This model is a way to organize your thinking, not a guarantee that the first plan will work.

Restate the goal in language you can check.
Notice missing information and ask rather than assume.
Name the limits that a good solution must respect.

2. Work through a problem on your own

When working independently, take a moment to make a plan before changing things. Write down the problem, the result you want, and one small action you can try. A small action is easier to review than several changes made at once. Keep track of what you changed and what you observed. If the result does not meet the goal, use that information to choose the next action.

For example, if a class handout is hard to follow, you could first check whether the instructions are in a sensible order. After moving one unclear instruction, read the handout from the beginning and see whether the task is easier to understand. If it is still confusing, ask a classmate to point out where they get stuck. Asking for feedback is compatible with solving a problem independently: you remain responsible for considering the feedback and deciding what to change.

A useful review asks: Does the result meet the goal? Did it respect the limits? Is there a specific part that still needs work? Be honest about the answer. If you cannot check a claim with the information available, identify what you would need to check rather than presenting a guess as a fact.

Plan one manageable action.
Notice and record what changes after the action.
Check the result against the goal and limits.

3. Solve problems as a team

A team can bring different observations and ideas to a problem. Working together does not mean that everyone must have the same first answer. It means making space to explain ideas, listen, and decide on a useful next step. Begin by agreeing on the problem and the goal. If team members understand the task differently, pause and clarify it before dividing the work.

Make participation practical. Invite each person to share an observation or possible approach, and ask questions to understand suggestions before judging them. Then agree on a small action, who will take it, and how the team will check the result. Sharing responsibility does not mean that one person does all the thinking while others wait. Team members can take different tasks, but they should bring their findings back together and check that the combined result addresses the same goal.

Disagreement can help a team notice a risk, a missing detail, or a different interpretation of the instructions. Focus discussion on the idea and the task, not on blaming a person. When a decision is made, make sure everyone understands what was decided and what evidence or observation will show whether it worked. If the team discovers a problem, revise the plan rather than defending a change that has not met the goal.

Agree on the problem before dividing tasks.
Listen to suggestions and give reasons for decisions.
Bring separate contributions together and review the result.

4. Practise, review, and adjust

Whether you work alone or with others, problem solving is a cycle of understanding, trying, checking, and adjusting. The steps are not a rigid formula: a check may reveal that you misunderstood the task, so you may need to restate the problem. A new piece of information may also change which next step makes sense.

Use the following questions to guide practice: What exactly needs to be solved? What information or limits matter? What is one reasonable next action? What happened when we tried it? What should happen next? These questions help you explain your decisions and make it easier for another person to contribute.

A strong solution is not simply the first idea or the most popular idea. It is a result that responds to the stated goal and can be checked against the task’s limits. If the result falls short, describe the gap specifically. “It still does not fit the time limit” is more useful than “It is bad,” because it points to something the team can address.

Use checks to learn whether a plan is working.
Change the plan when observations show a gap.
Explain decisions in terms of the problem and its limits.

Worked example

Example 1: Shorten a presentation independently

You are preparing a presentation that must fit a class time limit. Your draft is too long. Describe a sensible independent approach without removing important information at random.

Clarify the goal
The goal is not just to make the presentation shorter. It must fit the limit and still explain its main idea. That gives you two checks for any change.
Try a focused change
Review the draft for repeated points. Remove or combine one repetition, then read the presentation again. Changing one part at a time helps you see whether that change improved the draft.
Review and choose what is next
If the draft still exceeds the time limit, identify another part to review. If an important explanation became unclear, restore or revise it. Use the result of the check to decide, rather than assuming that shorter is automatically better.

Answer: A reasonable approach is to define both requirements, make a focused change, and check whether the presentation now fits while retaining its main explanation.

Check: The approach can be reviewed because it names the goal, makes a manageable change, and checks the result against both requirements.

Worked example

Example 2: Resolve different team suggestions

A team is preparing a one-page guide. One person suggests removing a section to save space; another thinks the section is needed for readers to understand the task. How can the team decide what to do?

Return to the shared goal
The team should first agree that the guide must fit on one page and still help a reader understand the task. This prevents the discussion from becoming only a vote about which person is right.
Understand both suggestions
Ask what information the section provides and whether it repeats something elsewhere. The team is gathering reasons connected to the guide’s goal, rather than dismissing an idea because of who suggested it.
Make and check a trial change
The team could try rewriting the section more briefly, then review the guide for page length and clarity. If readers can no longer understand the task, the team has evidence that the change needs revision.

Answer: Discuss the section in relation to the shared goal, try a brief revision if appropriate, and check both space and clarity before deciding whether to keep it.

Check: The decision uses reasons tied to the task and checks the combined result, rather than relying only on a vote or an individual's preference.

Worked example

Example 3: Find a confusing instruction

A classmate says that the instructions for a classroom activity are confusing, but does not say which part. Show how you could respond alone first and then involve a partner usefully.

Inspect the instructions
Read the instructions in order and identify a sentence that may leave a reader unsure what to do. This is a focused independent check, not a reason to rewrite everything immediately.
Ask for specific feedback
Ask your classmate where they became unsure and what they expected the instruction to explain. Their response gives you information about the reader’s difficulty; it does not automatically tell you the only correct revision.
Revise and review
Rewrite the unclear part using the information you gathered, then ask whether the revised instruction makes the next action clear. If the confusion remains, identify what still needs clarification and try another revision.

Answer: First inspect the instructions for a likely unclear part, then ask the reader for specific feedback, revise that part, and check whether the revision addresses the confusion.

Check: The process combines an independent first look with useful team feedback and a review of the result.

Common mistakes and how to avoid them

Starting changes before making sure the problem is understood.

Correction: Restate the goal and identify important limits first. Ask a question if needed information is missing.

Changing many things at once and then guessing which change helped.

Correction: Try a manageable action and check the result so you can make an informed next choice.

Treating teamwork as taking turns without combining contributions.

Correction: Agree on the goal, share findings, and review the combined result together.

Treating disagreement as a personal conflict or deciding only by popularity.

Correction: Ask for reasons connected to the task, compare suggestions with the goal, and check the result.

Lesson summary

Define the problem, goal, and limits before choosing an action.
When working alone, make a manageable change and check what happens.
In a team, agree on the task, listen to contributions, and bring work together.
Use the result of each check to decide whether to continue, revise, or clarify the problem.

Check your understanding

Question 1

Your group’s guide is too long, but the instructions must remain clear. What is the best first move?

Delete the longest section immediately.
Agree on the goal and limits, then identify a part that may be shortened without losing needed information.
Ask one person to make changes without telling the group.
Keep the draft unchanged because editing might cause confusion.

Show answer and explanation

Agree on the goal and limits, then identify a part that may be shortened without losing needed information.

The group needs a shared understanding of both requirements before choosing a change. Then it can make and check a focused revision.

Question 2

You make one change to a draft, but the result still misses the goal. What is a useful next step?

Assume the problem cannot be solved.
Keep making unrelated changes until the draft looks different.
Identify what still falls short and use that information to choose another action.
Say the change worked so you can finish.

Show answer and explanation

Identify what still falls short and use that information to choose another action.

A check provides information about the remaining gap. Naming that gap helps you choose a relevant next action.

Question 3

Two teammates disagree about whether a section is necessary. What should they do?

Dismiss the suggestion of the person who spoke last.
Choose whichever suggestion requires less discussion.
Compare the suggestions with the task’s goal and check whether a trial revision stays clear.
Let one person make every decision to avoid disagreement.

Show answer and explanation

Compare the suggestions with the task’s goal and check whether a trial revision stays clear.

Comparing ideas against the goal keeps discussion focused on the problem. Checking a trial revision helps the team review the result.

Key terms

Goal: The result the problem-solving work is meant to achieve.
Limit: A requirement or boundary that a solution must respect, such as a time or space limit.
Feedback: Information from another person about what they understand, notice, or find unclear.
Review: A check of whether a result meets the goal and respects the task’s limits.

Continue through ICS3U

View the complete ICS3U Ontario Grade 11 Computer Science curriculum and lessons

About this lesson and its review

Published by DoAssignment. This reviewed lesson follows Ontario Grade 11 Computer Science (ICS3U), expectation B1.2. It is a study resource, not an official curriculum publication.

Before publication, content is checked for structure, mathematical or chemical notation, calculations, course boundaries, and readability. Errors can still occur, so corrections are welcomed.

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