ay2016-2017 dti€¦ · web viewprogramming: level 2; dl2.p; indicator. by the end of the grade,...

Programming LEVEL 2 DL2.PIndicatorBy the end of the grade, students will be able to: Develop platform-independent mobile gamesLearning OutcomesStudents learn to:

Mastered (Learning Outcome) Developing Emerging

DL2.P1.1

Draw simple shapes using basic code, as well as complex shapes using iterations, and create unique designs using a range of iterations.

Draw simple shapes using basic code and complex shapes using iterations

Draw simple shapes using basic code

DL2.P1.2

Create a basic script, use variables, and evaluate conditions

Create a basic script and use variables

Create a basic script.

DL2.P1.3

Create and animate sprites and get them to interact with each other

Create and animate sprites.

Create sprites.

DL2.P1.4

Create functions, handle events and develop basic games.

Create functions and handle events.

Create functions

DL2.P1.5

Work with pictures and sounds and integrate them into a game board scene

Work with pictures and sounds

Work with pictures

DL2.P1.6

Include external Web resources, organize their display and integrate them into basic ebooks

Include external Web resources and organize their display

Include external Web resources

DL2.P1.7

Create efficient code to solve complex problems

Create efficient code to solve simple problems

Create efficient code

DL2.P1.8

Combine multiple programming techniques to solve complex problems

Combine multiple programming techniques to solve simple problems

Combine two programming techniques to solve simple problems

ay2016-2017 dti | Pilot Copy

Learning Outcome DL2.P1.1Students learn to:


Draw simple shapes using basic code, as well as complex shapes using iterations, and create unique designs using a range of iterations.

Draw simple shapes using basic code and complex shapes using iterations

Draw simple shapes using basic code

Explanatory NotesThis LO develops a capacity to understand sequences and iterations in an algorithm that are further elaborated in future courses for platform-dependent mobile code.

For Emerging, students need to be able to draw simple shapes and patterns by instructing a turtle using basic code Example: Drawing a simple square.

turtle → forward(200)turtle → left turn(90)turtle → forward(200)turtle → left turn(90)turtle → forward(200)turtle → left turn(90)turtle → forward(200)

Students should be able to use additional instructions such as changing colours, line thickness and angles.

For Developing, students need to draw more complex shapes and patterns and make their code more efficient by using iterative processes. Students should learn to use a for loop at this stage and create more complex designs.

For Mastered level, students need to be creative in designing their own shapes, starting by augmenting the ones that have been already developed. They should plan designs using sketches and plain language descriptions before writing the code to realise their designs. To meet their design requirements, students may well need to use coding techniques that they will meet later in the course. This means that Mastered may not be achieved on completion of this unit.Example:

This design requires the use of variables. The student may well have submitted the design sketch but did not create the code until completing further study.


//Code to draw the two rectanglesfor 0 ≤ j < 2 do for 0 ≤ i < 4 do turtle → forward(200) turtle → left turn(90) end for turtle → right turn(180) end for

//Increase speed for a rapid spirale effectturtle → set speed (1000)

//And finally draw the spiral for 0 ≤ j < 100 do turtle → forward(10 + j * 6) turtle → left turn(91) var hue := j / 99

Pick a a random color from a color wheel where the hue is a variable between 0 and 1.

var rainbow := colors → wheel(hue) turtle → set pen color(rainbow) end for



Create a basic script, use variables, and evaluate conditions

Create a basic script and use variables

Create a basic script.

Explanatory Notes

This LO introduces students to basic coding language constructs including script, variables, assignment of values to variables and conditional statements. A script is the application which contains the code written in a language.

For Emerging, students must be able to create a basic script. This will require an understanding of the TouchDevelop environment as well as basic standard functions such as those dealing with with strings , as well the Input/Output process of a program execution. They should be able to navigate to, and select appropriate buttons, modify entered strings to create and run a simple script such as the one shown next.Example:


For Developing, students need to use variables. They need to understand that a variable is first declared by preceding it with the key word var. They need to be able to rename variables and use them to perform calculations or media operations.Example:

For Mastered, students should evaluate conditions in the form of IF THEN ELSE statements.Example:Evaluate the student grade using the following system;A if score is 90 or aboveB if the score is between 80 and 90C if the total score is between 70 and 80F if less than 70




Create and animate sprites and get them to interact with each other

Create and animate sprites.

Create sprites.

Explanatory Notes

A sprite is essentially an object that may be moved on-screen and otherwise manipulated as a single entity. It is used to develop game-based applications. This LO introduces students to game development and more advanced programming language constructs including local and global variables, variable types, events handling and animation of pictures.

For Emerging, students must be able to position the gameboard and an embedded sprite. In doing so, they need to;

Understand the difference between local and global variables and know how to promote a local variable to make it global.

Set dimensions of a game board in pixels Set background c0lours Position a sprite within the board

Example:

Change background colour of the wall

Set the dimensions of a board on the wall

Promote a variable to global

Position a sprite on the board


For Developing, students need to handle events in a game. They need to; Realize the need to redraw the gameboard repeatedly to animate sprites Understand the actions to be performed within the gameloop specifically Should handle events associated with sprites

Example:

Redraw the gameboard event and perform related actions

Handle events associated with sprite such as the tap event here.


For Mastered, students should add interactions with the gameboard and among sprites, e.g.


The animation in this sample script results in a boncing ball with sound effect:



Create functions, handle events and develop basic games.

Create functions and handle events.

Create functions

Explanatory Notes

This LO empowers students’ ability in game development through APIs used to capture events. Given the scale of game programs at this stage, this LO enables a modular design approach to programming via functions.

For Emerging, students must be able to create functions including: Developing a function Passing parameters to a function Invoking a function

Example:

Create a function

Pass parameters to a function

Invoke a function


For Developing, students must be able to handle events, including: Capture an event Capture information about the event Dictate a response to the event

Example:

Handle events in games

For Mastered, students should develop basic games, including:

Desiging the games Add sprites into games Handle events of a game

Example: Tap the ball wthen multpe of 2 number is associated with the moving ball


For Emerging, students must be able to work with pictures, e.g: Change the picture of a sprite Resize a picture Crop a picture Clone a picture

Example:

var pic2 := ✿pic→clone Duplicate a picture (and store the cloned picture another variable)

✿pic→crop Crops the picture to a rectangular portion of the original.

✿pic→resize Resize an existing picture

For Developing, students must be able to design and write their own functions for modular programming, including:

Play sound Change the volume of a sound Retrieve the duration of a sound

Example:

✿snd→play Play the sound

✿snd→set volume Adjust sound volume , in range 0 (silent) to 1 (full volume)

✿snd→duration Returns the sound duration

✿snd→volume Returns the sound volume




Work with pictures and sounds and integrate them into a game board scene

Work with pictures and sounds

Work with pictures

Explanatory Notes

For Mastered, students should be able to integrate media elements into a game, including:

Creating a background scene Add pictures Add sound

Example:

For Emerging, students must be able to work with pictures Spot relevant Web resources Include Web resources into a program

Example:

var link := “http://uae.facts.co/UAE-Flag.png”

var pic := web → download picture(link)

wall → set background picture(pic)

For Developing, students must be able to organize the display of resources




Include external Web resources, organize their display and integrate them into basic ebooks

Include external Web resources and organize their display

Include external Web resources

Explanatory Notes

Organize resources into boxed views Work with pages to organize the user interface

Example:


For Mastered, students must be able to integrate resources into an ebook, e.g: Organize resources into multiple pages Link page contents to external resources

Example:




Combine multiple programming techniques to solve complex problems

Combine multiple programming techniques to solve simple problems

Combine two programming techniques to solve simple problems

Explanatory Notes

DL2.P1.7 and DL2.P1.8 must be assessed during trimester 3 when students are creating their final projects.

Teachers will need to judge whether the students problem is ‘simple’ or ‘complex’.




Create efficient code to solve complex problems

Create efficient code to solve simple problems

Create efficient code

ay2016-2017 dti€¦ · web viewprogramming: level 2; dl2.p; indicator. by the end of the grade,...

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