https://studio.code.org/s/code-break/stage/5/puzzle/2

Use the link above to go to the Code Break activity from the April 22 video.

Complete the quiz below

https://studio.code.org/s/code-break/stage/6/puzzle/1

Use the link above to complete the activity for extra credit

Watch the video of the Code Break from 4/22/2020 and take the quiz below
(YouTube link is included below for the video.)

https://studio.code.org/s/code-break/stage/4/puzzle/2

Use the link above to go to the Code Break activity from the April 15 video.

Watch the video of the Code Break from 4/8/2020 and take the quiz below
(YouTube link is included below for the video.)

https://studio.code.org/s/code-break/stage/3/puzzle/2

Use the link above to go to the Code Break activity from the April 8 video.

Watch the video of the Code Break from 4/15/2020 and take the quiz below
(YouTube link is included below for the video.)

Please use email, google hangouts or remind app to contact Ms. DiBuono and let her know you are ready to take the Unit 5 Assessment 1(so she can unlock it for you that day.)

Complete lessons 1-5 on Code.org
*as discussed in our Zoom Class on March 30 2020

Complete the lessons on Code.org
*as discussed in our Zoom Class on March 2020

Please use email, google hangouts, or remind app to contact Ms. DiBuono to let her know you are ready to take the assessment (so she can unlock it that day).

Complete the lesson on Code.or
*as discussed in our Zoom Class on March 30 2020

Watch the video of Code Break #1 from 3/25/2020 and answer the questions in the quiz link below.
(Youtube link for the video below.)

Complete the lesson using the information in Code.org along with the activity guide

Watch the video of the Code Break from 4/1/2020 and take the quiz below
(YouTube link is included below for the video.)

Complete the activity below for extra credit

https://studio.code.org/s/code-break/stage/2/puzzle/2

Use the link above to go to the Code Break activity from the April 1 video.

Complete all of Unit 3 on CODE.ORG-including lesson 10 Project by Friday, April 3
These lessons will be included in the Third Marking Period grade.

1. In your journal describe some other commands you wish you had available in the last lesson.
2. Watch the video "Introduction to Functions"
3. Complete "bubbles" 3, 4, & 5
4. Read the abstraction in programming information in "bubble" 6
5. Complete "bubbles" 7-10 ( Functions with turtle commands)
6. Complete Check for Understanding "bubbles" 11-14

1. Respond to the following in your journal: Imagine that you have two programs that drew the diamond-shaped figure. One program uses functions as we did in the previous lesson. The other doesn’t use functions; it’s just a long sequence of the turtle’s primitive commands. Which program is more efficient? Make an argument for why one is more efficient than the other.
2. Complete "bubbles" 2 & 3 (Functions with Turtle Commands) using the attached "Top-Down Design" word document (save it as a google doc) to guide you
3. Complete Check for Understanding "bubbles" 5,6, & 7

1. Respond to the following in your journal: Think back over the human machine language lessons we completed before Thanksgiving Break. Write down some advice or encouragement you'd give to students in next year's class before they complete those same lessons. What attitudes or skills will be important?
2. Watch the video "Turtle Programming" on code.org
3. Complete "bubbles" 3, 4 & 5 on code.org
4. Respond to the following in your journal:
What strategies or reasoning did you use to identify possible solutions?
Is the solution that you or another group found the most efficient? How do you know?
What is the “most efficient” way to program the solution for the 3x3 grid?
5. Complete the "Check for Understanding" ("bubbles" 6-9)

1. The CS Principles definition of algorithm is: Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
>One way to think of the study of algorithms is that it is the study of processes....we are going to continue this study.
2. Using the "Human Machine-Minimum Card" Activity Guide, complete the activity with a classmate.
>some questions to think about are:
"How do you know when to stop?"
"Do your instructions state where and how to start?"
"Is it clear where to put cards back down after you've picked them up?"
>record your algorithm on the activity guide as a google doc
3. As a whole group discuss the following and come up with a common set of commands:
"As we look at these algorithms you came up with, we can see they are not all the same. However, there are common things that you are all making the human machine do and commonalities in some of your instructions. Can we define a language of common Human Machine commands for moving cards around? What are the commands or actions most of these instructions have in common?"
>record your class's common set of commands in your code journal
4. Now use the "Human Machine Language" activity guide to complete the activity
>complete the charts on the activity guide in google docs
>record your algorithm and compare it to your classmates'
5. Notice two things about algorithms and programming...
>Different algorithms can be developed to solve the same problem
>Different code can be written to implement the same algorithm
Extra Credit (optional): CHALLENGE on the activity guide
>complete and record the information in google docs (up to 5 extra credit points)

1. Welcome to Unit 3 - Introduction to Programming
This unit is an introduction to the principles of programming. As you'll see one of the most important things you can do in programming starts well before you write any code. It's about how you think. We're going to launch into an activity right now that reveals an important principle of programming.
>watch the video You Should Learn to Program: Christian Genco at TEDxSMU
( https://www.youtube.com/watch?v=xfBWk4nw440 )
2. Follow the directions for the activity on the LEGO instructions activity guide.
>record your instructions in google docs to share with a classmate later to test it
>exchange blocks and instructions with a classmate and try to recreate their LEGO build
>complete the reflection questions on the activity guide in google docs
3. Discuss with your classmates why it is hard to write instructions
>Were you always able to create the intended arrangement? Were your instructions as clear as you thought?
>Why do you think we are running into these miscommunications? Is it really the fault of your classmates or is something else going on?
4. In your code journal, answer the following questions:
>Consider the algorithm you designed for today’s activity. Identify two instances where there may be multiple ways to interpret your instructions and suggest improvements that could be made to improve their clarity.
>Describe the features of a programming language that make it different from the language you are used to using in everyday life. Explain why a programming language must be created in this way.
5. Complete the "Check for Understanding Questions" and Survey on code.org in lesson 1
Extra Credit (optional): Complete the Building Blocks of Drawing activity guide including the reflection questions (up to 5 extra credit points)

1. In your code.org journal answer the following:
Imagine I was comparing two different file formats for representing images. All I tell you that one of them is "better" than the other. Based on everything that you've learned in this unit, what might "better" mean? Try to come up with at least three ideas and incorporate vocabulary from the unit.
2. Review the one-pager template document for requirements in this project and the project guide (both attached to this assignment)
3. Chose your format (be creative on your angle/outlook/presentation)
4. Conduct your research
5. Complete your One-pager (record sources as you go)
6. Extra Credit: Create a computational artifact (be creative/a video, etc)
7. Present to classmates

1. Watch the video "A Little Bit about Pixels" on code.org in lesson 4
(Video guide included in documents for you to complete as you watch)
2. Use the document "Encoding Color Images" and complete the "bubbles" 3-7 in lesson 4 on code.org
3. Complete the "Personal Favicon Project"
(see instructions on code.org and the document "Personal Favicon Project")
4. Finish lesson 4 by completing the "Check for Understanding" questions on code.org

1. Using the document "Invent a B&W Encoding Scheme" work with your partner to create a way to share the coding universally.
2. Watch the video in Unit 2 Lesson 3 "B&W Pixelation Tutorial" on code.org
3. Complete the activity using the Pixelation Widget and document "Pixelation Widget"
4. Answer the "Check for Understanding" for Lesson 3 on code.org

Decode the message in the first document- send it to me via a message
Watch the video in Unit 2 Chapter 1 Lesson 2
Using the Widget: Text Compression
1. Choose a "song" from the drop down menu
2. Create a compression dictionary to get the smallest number of TOTAL bytes
3. Challenge a classmate to try to beat your compression "score" while you try another "song" that a another classmate already compressed
4. Compare compression %, record it and send it to me
5. Complete the "Check for Understanding" circles for the lesson

Complete the worksheet.
Use the links to check answers.