Behind the scenesby Maggie Aldinger

Table of ContentsCriterion A: Investigate

(Research/Brief/Specs/Evaluate/References)Criterion B: Design

(Brainstorm/Sketch/Snapshots/Flowchart/BluePrint/Steps)/JustifyCriterion C: Plan

(Spreadsheet/Gantt Chart/Steps)/EvaluateCriterion D: Create

( /ScreenShot/Weblink/(Modifications/Justifications) Criterion E: Evaluate

(Testing/Survey/Interviews)/Evaluate/ImpactCriterion F: Attitudes in technology

Process Journal: Make an entry during the last five minutes of class & include a screenshot.

Criterion A: InvestigateMaximum: 6Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.

3–4 The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.

Explain the problem and discuss its relevance. Develop a design brief. Where and how can you get information for this task? What skills will you need to have or develop to complete this task? What questions need to be answered? What topics need to be researched?

Design brief: The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.

Design specification: A detailed description of the conditions, requirements and restrictions with

which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

(Research/Brief/Specs/Evaluate/References)Some helpful sites to learn how to codehttp://thenextweb.com/dd/2012/02/02/5-more-ways-to-start-learning-how-to-code-right-now-for-free/http://www.wikihow.com/Start-Learning-Computer-Programminghttp://lifehacker.com/5401954/programmer-101-teach-yourself-how-to-codehttp://howtostartprogramming.com/http://www.codeconquest.com/what-is-coding/where-to-start/

Research1. When was the first computer invented? The first computer was invented or programmed in the year 1936. (http://inventors.about.com/library/blcoindex.htm) 2. Who invented it?The person who first invented the computer was named Konrad Zuse. (http://inventors.about.com/library/blcoindex.htm)3. What was these early computers used for?The first computer was used for military purposes, finding ships, locating tanks and other things that link to the military. (http://wiki.answers.com/Q/What_were_computers_first_used_for) 4. How have computers changed?They have changed a lot. First the laptop was developed and also the computer cords and the screen. Used to be really thick and having that box thing on the back of the computer was because they had to put all the chords in that very box thing. Now a days they have flat screens and they are more faster, no lagging and things that slow you down. The keyboard has also changed making it faster to type with no sound or with a softer push is really great! Long ago the computers had to be like smashed to write in one letter. The typewriter was like a manual computer (lets not go to that topic).5. What does the future of computers look like?It is really thin and it has a keyboard that is holographic. It looks more advanced, The mouse is cableless and it looks like the screen is touch, the speakers are wireless and the computer itself is really thin. Having the keyboard separated. Having the computer stuck to a massage chair, Having it in a remote control as big as your hand, holographic screen that is in colour. 6. What is computer programming?Computer programming is when the computer is set to do things or steps to be able to work. For example: I set the computer so that if I press the enter button it can take me to the next stage of a game online or offline.7. What is coding?Coding is when we make a software but behind that software we need a coding, which basically means that we to make this coding in order for the software to work. Coding is also for games. You have to create a coding so that the character in your game can jump, fly and do other

actions when you want them to.8. Are there many jobs in computer programming?Yes there are many jobs in computer programming. There are estimated over 43,700 jobs in the programming world. (URL- http://money.usnews.com/careers/best-jobs/computer-programmer) 9. What are the main computer languages?Cobol, Fortran, Basic, ALGOL, Pascal, Aida, C, C++, Java, Python, Pearl 10. Are the old languages dying out and new languages rising up?I think yes, because the newest languages that are used are probably javascript and ruby is very popular. 11. Which programming language is the best for you to learn? I have done some research and I got an answer, I think that the first computer language I should start with is the PYTHON language. It is easy to learn but the abstract is hard.source: http://answers.yahoo.com/question/index?qid=20090717121837AA4EvdV

12. Try this Blockly Puzzle Activity to get you thinking about the structure of coding and piecing strands together to reach a goal. Paste a screenshot of your final result.

13. Now you are ready for a very exciting Blockly Maze Activity to truly “wet” your coding appetite. Paste a screenshot of the level you achieved, the blocks you used, and code.

14. Now do something original with the Blockly Turtle Activity and insert a screenshot, the blocks used, and the code.

15. Are there any other fun and quick activities for learning the “thinking” strategies for coding?

Insert screenshots and urls here.

Click HERE to go to the website above

16. Finally, what your project is going to be all about! Watch the following video and then go to the MIT site to begin seeing some examples. Give 3 examples of Starter Projects you watched, insert a screenshot and give a short description here.

I thought that this game was really really bad, it was not so clear and the drawings did not make sense. All I knew was that we were doing something with poisons and we were wizards. I did not know what was happening and what was going to happen, THis game I would not

recommend because it was very unclear or really confusing.Link to game - http://scratch.mit.edu/projects/13041939/

I thought that this game was sort of fun, although very slow and very easy it was enjoyable. HAving to be controlling a man on his surfboard and then when we take him out of the water he will fall into the water, also having only 3 lives its hard but easy. Pausing the game was also tricky. Link to game - http://scratch.mit.edu/projects/12390701/

17. Now, the question is what will you create with Scratch? Who will it be for? Will it be an animation, game, interactive art, dance, music, or a story? Answer these questions and begin to to develop your: The games that I will make will probably be made for children and also maybe people who have friends over at their house then they can play multiplayer. USually for people at the age of 10 and under or 12 and under. y game will mostly be about getting all these types of meat but we have to jump over things then eat the meat or chase the bird. The game will also hold points and other things that you find in a normal game.

Design Brief

For this project we are making our own game, We have to create a small game including coding and other parts that can make our character in our game move, pick things up and add points to your game. Since I have barely any experience in the coding unit, I hope that my game is successful and easy to work with because I am not good at making games. Design SpecsLocation/Setting/Conditions- At home or at school (room, couch, dinner table), I have the offline version so I can work on the scratch in the car. But I have some conditions... My internet at home is hard to work with, I have no internet. IT is not one of my strengths, so I try my best to understand each question.

Solution - I go to a internet cafe at night and I go to friends house and work with them. Sometimes this internet problem is really a difficulty because my grades get lower because of the internet at home. I don’t meet deadlines because there is no signal.

Software/Equipment/ResourcesI will be using scratch 101, Mr. Morton has downloaded the software for many students including myself. He has put it onto a USB and given the software to many students. We have to use our laptop, the internet and our knowledge to do this task. Our resources include mr. Morton, the internet (research, websites).

Dimensions/TimeAfter all my experiences in IT I guess this has added a new dimension in coding, My experience in IT have made this project easy and hard. Coding is very challenging and can sometimes be very annoying... I think I have had have long time or a large amount of time to do this coding... it is very bad.

Processes/MethodsI think that the process for my scratch is doing ok... but it is very hard to determine though because I am not really a coding type person, EvaluationMy game is getting more and more complicated, I literally have no idea what to do. I think that I got confused or just lost it. Overall I thought I did a fairly good job on the coding unit, I know that IT is not one of my strengths but I hope to improve it by asking more questions and working more efficiently in class.

Works Cited

Criterion B: DesignMaximum: 6Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.Students are then expected to select one design, justify their choice and evaluate this in detail against the

design specification.

3–4 The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.

What does “a range of feasible designs, each evaluated against the design specification” mean in the context of criterion B, design?

First design -

I thought that this design was easy to make and also the game would be easy. In this game we have to collect the bananas and get the high score, Many say that this game might be hard to code. I will try this out and see if it is hard or not.

Design 2 -

This is a game that is fairly simple, We have to use the mouse to get around, my 3rd design is also like this, but this game gets faster and faster making hard to get most of the flying bananas. The game will go forward as you move your mouse up and down.

Design 3 -

In this game you will expand, I try to use the same character because he (the dog) is easy to work with. Eat more bananas and you will expand your body, I think that it is hard to do that

though, because you have to code for the dog to get bigger.

I think I will do my 2nd design because it is very easy and is not that hard to play.

By the end of the design stage, students should have demonstrated that they have a clear vision of the product/solution to be created in terms of its structure, function and style. More than a specific number of designs, students should be able to present a variety of feasible designs that are significantly different in nature.

Feasible designs refer to ideas that can actually be made with the materials, resources and expertise available. eg: Screenshots of trial designs (mock-ups), an initial step of creation where the product is partially constructed to allow the student to develop a realistic estimate of the functionality of the software used and the time needed for the creation.

In all cases a written evaluation of each idea against the list of design specifications that was developed in the investigation stage is required. Students are expected to justify the choice of the chosen design based on its evaluation, with detailed comments explaining the ways in which each specification has been addressed.

(Brainstorm/Sketch/Snapshots/Flowchart/BluePrint/Steps)/Justify

Criterion D: CreateMaximum: 6Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.

Achievement Level descriptor

0 The student does not reach a standard described by any of the descriptors given below.

1–2 The student considers the plan and creates at least part of a product/solution.

3–4 The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.

5–6 The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

6 Friday, December 2013

This was my first scratch project, I did a script with the help of sean and also some help from mr. Morton. This was really confusing, It was all like new to me and also the scripts were hard to keep contained or kept.

6 Friday, December 2013

I have decorated my character with a CAPE! People think its very weird to have a dog gliding.

18 Wednesday, December 2013

I am having tons and tons of trouble with scratch. I wish we did another activity. Scratch is a really big challenge, and sometimes can just give you a headache. Creating a game for yourself and others is just a real challenge. It has been 6-7 weeks since we have started scratch. This is my progress so far.

Super hero dog:

Bananas:

22 Thursday, January 2014

Today Sean has helped me code some parts of my game, I have had a lot of help from people because “CODING IS CHALLENGING!” Today I have made a poison banana to my game. And I have also finished it up a little.

23 Thursday, January 2014

Today I finished my game and I also added the instructions and the credits to some friends of mine. I now need to just add an evaluation and also responses to my document. I think that I did an “OK” job, but I felt that I could of done something else to get better marks...

24 Friday, January 2014

Today I sent out my evaluation sheet to my classmates, I have gotten 7 responses. Most were good others maybe not so great. Here is the picture -

Then, These are my responses :

Appropriate quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.

Students need to ensure they provide both evidence of creation as well as a final product. This evidence

of the process of creation can take any form, a process journal, video log or diary, but it must show that the creation has taken place over a period of time and that the student has returned to the plan, made modifications as necessary, as well as reflected on changes made.

(Product/Solution)/ScreenShot/Weblink/(Modifications/Justifications)

Criterion E: EvaluateMaximum: 6Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

Achievement Level descriptor

0 The student does not reach a standard described by any of the descriptors given below.

1–2 The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.

3–4 The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.

5–6 The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

Product testing: A stage in the design process where versions of products (for example, prototypes) are tested against the need, applied to the context and presented to the end-user or target audience.

Make a video -

1. Eye contact and hand gestures should be done when presenting2. Talk slowly and clearly3. make sure to explain your problems and explain your game

Things to talk about while presenting : - Problems during making your game - Explain your game and the features - Talk about your progress 2 - 3 minutes

Self reflection - What did I learn from the process? What did I do well on? What could I improve? What would I do differently next time? How did I perform in Criterion A, B, C, D, E, & F?

I learnt how to code and I also got a lesson that maybe I should work more quickly and efficiently because I have lost a lot of time. I think I did well on thinking of the game and also some of the research on top of this page. I could personally keep my process journal up to date because it was hard for me to find internet, the internet at home isn’t sorted out yet. I think I performed well in criterion A. But the rest was really confusing or I just didn’t get it up to date.

Link to responses doc : https://docs.google.com/a/student.baliis.net/spreadsheet/ccc?key=0AhROE2XPXJladE8xT1ViekFsSjdVWV92VzBxU1BNNGc&usp=drive_web#gid=0

link to questionnaire : https://docs.google.com/a/student.baliis.net/forms/d/1Ie6jAi-wU5H1POKGf2NjoF8cvz3VUuAT8DBo4F4iCEg/edit?usp=drive_web

I think that this project was fun but it was really confusing, just looking at the programming codes was really confusing. At first the exercises were fun and it wasn’t that hard then it got hard as we made our own game. I hope that our next IT project will be stop motion videos!

(Testing/Survey/Interviews)/Evaluate/Impact