SWE – 11/14/18 Bebras Challenge

Objectives:
What are you doing?
  We are completing the Bebras Challenge; which tests our logic and computational skills.
Why are you doing it?  To develop logic and computational skills.
What tools are you using?  Google Chrome, http://challenge.bebraschallenge.org/
How will you know you are successful?  Students will have completed all of the logic challenges.

Instructions: 
– Open the following site in Google Chrome:  http://challenge.bebraschallenge.org/
– Login with the information Mr. Fornstrom gives you.
– Read the Welcome screen, then click on the Challenges tab and click the button for Junior.
– Follow the instructions and complete each of the challenges to the best of your ability.  You can use paper and pencil for calculations.  You should be able to finish the first set of questions in one class period.

Exploring Computational Thinking: 
Notes below are from Google for Education – Computational Thinking Overview: https://www.google.com/edu/resources/programs/exploring-computational-thinking/#!ct-overview
Computational Thinking (CT) is a skill that is essential to the development of computer applications.  CT is a skill that can be nurtured and developed.  CT involves a number of skills, including:
– Formulating problems in a way that enables us to use a computer and other tools to help solve them
– Logically organizing and analyzing data
– Representing data through abstractions such as models and simulations
– Automating solutions through algorithmic thinking (a series of ordered steps)
– Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources
– Generalizing and transferring this problem solving process to a wide variety of problems

These skills are supported and enhanced by a number of dispositions or attitudes that include:
– Confidence in dealing with complexity
– Persistence in working with difficult problems
– Tolerance for ambiguity
– The ability to deal with open ended problems
– The ability to communicate and work with others to achieve a common goal or solution

CT concepts
 are the mental processes (e.g. abstraction, algorithm design, decomposition, pattern recognition, etc) and tangible outcomes (e.g. automation, data representation, pattern generalization, etc) associated with solving problems in computing. These include and are defined as follows:
– Abstraction: Identifying and extracting relevant information to define main idea(s)
– Algorithm Design: Creating an ordered series of instructions for solving similar problems or for doing a task
– Automation: Having computers or machines do repetitive tasks
– Data Analysis: Making sense of data by finding patterns or developing insights
– Data Collection: Gathering information
– Data Representation: Depicting and organizing data in appropriate graphs, charts, words, or images
– Decomposition: Breaking down data, processes, or problems into smaller, manageable parts
– Parallelizaiton: Simultaneous processing of smaller tasks from a larger task to more efficiently reach a common goal
– Pattern Generalization: Creating models, rules, principles, or theories of observed patterns to test predicted outcomes
– Pattern Recognition: Observing patterns, trends, and regularities in data
– Simulation: Developing a model to imitate real-world processes

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SWE1 – Game Maker Asteroids Tutorial using Game Maker Language (GML)

Objectives:
What are you doing?
  Students will apply the CTE Design Cycle to an in-class tutorial to create an Asteroids game program using Game Maker Language. Students will analyze design tasks; and create assets, program with GML, test and refine the game.
Why are you doing it?  To demonstrate a basic understanding of game design and development, the CTE Design Cycle, and programming fundamentals using GML (Game Maker Language).
What tools are you using?  Game Maker Studio, Game Maker on-line documentation: http://docs.yoyogames.com/, graphic design software, other tools as needed.
How will you know you are successful?  Students will have applied the CTE Design Cycle to design, program, and test an Asteroids game in Game Maker.

Code:  AsteroidsTutorial_Code_Day9

DUE DATE: End of Class Tues. 11/13
Dropbox:
 \\457-107-STU2A\Fornstrom_Dropbox\_F18_ProjectDropbox\GMAsteroids\

RUBRIC: (100 Points) 
– Core Ship mechanics: rotation, accleration/deceleration, shoot with time restrictions, collisions with Asteroid: destroy ship and asteroid, remove life
– Wrap Screen for all objects
– Bullet: travels in direction ship faces; disappear after certain time or off screen
– Levels OR Generation of Asteroids
– Intro screen, End screens
– Score, Lives/Health
– Graphics quality, follow design principles
– No errors
– Coded with Game Maker Language (not drag-drop)
– Extra Features (to go from ‘B’ to ‘A’)

Assets: 
ship   
bullet  
small roid  
medium roid  
large roid  

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NCWIT Applications – DUE 11/5/2018

Application Link: https://www.aspirations.org/participate
Applications DUE:
November 5, 2018

What is it?
: NCWIT Aspirations in Computing (AiC) provides a long-term community for female technologists, from K-12 through higher education and beyond, encouraging persistence in computing through continuous engagement and ongoing encouragement at each pivotal stage of their educational and professional development.

Why: To make connections with other women in technology via the National Center for Women in Technology.  This will open up additional scholarship, internship and post-secondary opportunities.

Endorsement:  Mr. Fornstrom will endorse your application.  Let him know that you have submitted an application.

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SWE2: Unit 5 – Building Apps

Objectives:
What are you doing?
 Students will be guided through Building Apps lessons, Unit 5 in code.org.  This Unit addresses CSP Big Idea #5: Programming, Big Idea #2: Abstraction, and Big Idea #4: Algorithms.
Why are you doing it?  To use abstraction to model the world, to develop and express solutions to computational problems (algorithms), and develop a deeper understanding of the fundamental concepts of programming.
What tools are you using?  code.org Unit 5
How will you know you are successful?  You will have completed Unit 5 – Building Apps in the code.org Computer Science Principles course and be able to apply abstraction, algorithms, and programming fundamentals to unstructured problems.

Refer to the timeline in the attached file.  Lesson concepts will be covered in class, but the timeline will allow students to work at a faster pace if desired.
codeOrg_Unit5_Timeline_F18

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SWE1 – 10/1/18 to 10/25/18 – GameMaker – Final Project

Objectives:
What are you doing?  Students will apply the CTE Design Cycle to create a final game program using Game Maker. Students will create a project plan that includes project vision, timeline, and resources; and create assets, program, test and refine the game.
Why are you doing it?  To demonstrate a basic understanding of game design and development, the CTE Design Cycle, and programming fundamentals.
What tools are you using?  Game Maker Studio, CCT Project Plan template, graphic design software, other tools as needed.
How will you know you are successful?  Students will have applied the CTE Design Cycle to design, program, and test a complete game in Game Maker.
DUE Th. 10/25, Drive Mappings:
Questions:  \\457-107-STU2A\Fornstrom_DropBox\Questions
Turn In: \\457-107-STU2A\Fornstrom_Dropbox\_F18_ProjectDropbox\FinalGameMaker\

IN-CLASS:
You will have 14 class days to design and create a new game with Game Maker. The final game project is DUE at the end of class Friday 10/19
UPDATE:  DUE Th. 10/25
because of off-days.
In Google Classroom, complete the Planning Template for your game and turn in to Classroom.  Include:
– Project Story
– Project Timeline
– Project Resources
DUE:  end of class Tuesday 10/2/18 (10 points)

The game story should be completed in the Project Vision section of the Plan and include details of the following:
– Game Objective and rules
– # of Players
– Setting (backgrounds, scrolling?, # of rooms)
– Characters, including their role and capabilities
– User Controls (mouse, keyboard)
– Health/Lives/Scoring
– Levels/Difficulty options
– Features (sound, animations, dialog)
– Other details required for the reader to construct a mental image of the game.

The Timeline is a breakdown of major work tasks and an estimate of how long each task will take and a due date.  For this project, you should have a minimum of 10 tasks in your timeline.
The Resources section needs to include software and documentation used to complete the project.

PROJECT RUBRIC:
cctm_gamemakerprojectrubric

DAILY CLASS AGENDAS:
Daily Work  Objectives:
·Questions?? – Have questions ready so we can answer them for the whole class.
·Project Work.  Pay attention to the project timeline.  We need to make adjustments if you are significantly behind.
·Project DUE Friday 10/19/18, end of class.    

INDIVIDUAL QUESTIONS??
·Ask someone in the class to look at the issue.  Help each other!
· Copy the project folder to:  \\457-107-STU2A\Fornstrom_DropBox\Questions    –> then:
– Document the question with the Question Format on the side wall.  Mr. Fornstrom will have an answer for tomorrow’s class.

GAMEMAKER EXAMPLES:

Map a network drive – in Windows Explorer: choose Tools > Map Network Drive > type:
\\457-107-STU2A\Fornstrom_DropBox
GameMaker example files are located at:  \Fornstrom\ClassResources\GameMaker

TURN IN:
When finished, copy the project folder to the server:
\\457-107-STU2A\Fornstrom_Dropbox\_F18_ProjectDropbox\FinalGameMaker\pd
File name format = pd_lastName_assignName

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SWE1 – 9/21/18 – GameMaker Intro #4 – Scrolling Tutorial

Objectives:
What are you doing?
 Students will be guided through an introductory Game Maker Studio tutorial to create a Scrolling Shooter game.
Why are you doing it?  To gain a basic understanding of the Game Maker scrolling system and object generation.
What tools are you using?  Game Maker Studio
How will you know you are successful?  You will have created a Scrolling Shooter game with Game Maker.

GAMEMAKER STUDIO > SCROLLING SHOOTER TUTORIAL
1. Open Game Maker > click on the Tutorials tab > expand Yo Yo Tutorials > expand Beginner > highlight Scrolling_Shooter_Part1 > set the Project Directory to your Google-Drive folder > Project Name should be pd_lastName_scrollingShooter > Ex= 3_Fornstrom_scrollingShooter > click Create button. If it asks to download tutorial, click Yes.
2. Follow the steps in the tutorial, there are 9 pages.  If the tutorial is not visible, click Help > Open Tutorial Panel 
3. Show Mr. Fornstrom for points when the program is complete and works correctly.

RUBRIC: 20 points, DUE end of class Th. 9/27
The purpose of this project is to complete both Part 1 & Part 2 of the basic Scrolling Shooter tutorial in Game Maker.  Show Mr. Fornstrom the working programs when you are finished with each part.

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SWE2 – Unit 4: Big Data

Objectives:
What are you doing?
 Students will be guided through Big Data lessons, Unit 4 in code.org.  This Unit addresses CSP Big Idea #3: Data and Information.
Why are you doing it?  To understand the many ways in which data is transformed into information and knowledge.
What tools are you using?  code.org Unit 4
How will you know you are successful?  You will have completed Unit 4 – “Big Data” in the code.org Computer Science Principles course and understand how data is used in an information society.

Mon. 9/24/18 – Finish Unit 3 – code.org:
– Lesson 8: complete drawing code, review question #16, #18, #19
– Lesson 9: complete drawing code, review question #16, #17
– Mon. 9/24:
will take Unit 3 Assessment

Tuesday 9/25/18:
1. code.org, Unit 4 Lesson 1 – With a partner; what is “Big Data”; complete: Big Data Sleuth Card – turn in before the end of class.
2. Complete code.org Unit 3, Lesson 9 #7 – #14: Draw “under the sea”; show Fornstrom completed project on Monday.
Big Data Sleuth Card: 
– With a partner, select one of the sites in the list below.
– Determine what the site is showing.
– Find the source of the data it allows you to explore.
– Complete the table in the handout and turn in.

1. Web archive: http://www.archive.org
2. Measure of America: http://www.measureofamerica.org/maps/
3. Wind Sensor network:  http://earth.nullschool.net/
4. Twitter sentiment:  https://www.csc.ncsu.edu/faculty/healey/tweet_viz/tweet_app/
5. Alternative Fuel Locator:  http://www.afdc.energy.gov/locator/stations/

Tues. 9/25/18:
code.org Unit 4 Lesson 2
1. Access the Google Trends tool:  https://trends.google.com/trends/?geo=US
2. Instructions:
Use Google Trends, which is a tool that allows you to visualize data about search history across different times and locations. You will be looking for interesting patterns, trends, or relationships between multiple trends and try to tell the story that pattern is showing.
– Access it here: https://www.google.com/trends/
– To get started, you want to “Explore” a trend of your own.
Find the Explore text box or go to the Explore section of the site https://www.google.com/trends/explore
Explore a search trend that you find interesting and answer the following:
– Long-term trends: Is your topic becoming more popular over time? Less?
– Short-term trends: Does your topic suddenly spike or dip in popularity?
– Patterns: Does your topic follow some predictable repeated pattern?
– Relationships: Does one topic increase or decrease in popularity when another one does?
– Zoom-in: You can narrow your search to particular regions, times, and categories

Weds. 9/26 to Fri. 9/28
Flu Trends: Video as a class, then read the following: http://time.com/23782/google-flu-trends-big-data-problems/
Unit 4 Lesson 4: Data Innovations Rapid Research, see Google Classroom post:  https://classroom.google.com/c/MTUxNTAwMDMzNDha/a/MTcyMDc1NjcxMjBa/details

Tues. 10/2/18:
Unit 4 Lesson 5:  In code.org, complete Unit 4 Lesson 5: Identifying people with data. Follow the Activity Guide to complete research about your on-line presence. Turn in to Google Classroom your answer to the 2 questions below (these are the culmination of your research with the Activity Guide)
1. If someone really wanted to find out about you online, what would they know about you?
2. Of the pieces of information you found in your research, which do you think poses the biggest threat to your security or privacy? Why do you think so?

 

 

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