This Choice Board was created to help me prepare for the upcoming AP Exam. The goal was to "get our ticket" by completing three activities. I chose to do the College Board review, a Kahoot review, and a programming activity in Eartech. For the College Board and Kahoot reviews, I took notes on the questions and topics I needed to improve. In the Eartech programming activity, my group and I recorded a rap about AP Computer Science. Here a link to a google document where you can see my choice board activities. 

This Choice Board was designed to help me get ready for the upcoming AP Exam. I was asked to find two ways to achieve Tic-Tac-Toe on the board. Out of all the available activities, I completed five. The Hangman code was the only required activity. In addition to that, I chose Kahoot Vocabulary, Sorting Mat Activity, Conversion Game, and Gimkit. Here is a link to a google doc where you can see my choice board activities

This assignment helped me explore the difference between decidable and undecidable problems in computer science. I learned that while some problems can be solved using clear algorithms (like checking if a number is even), others—like the Halting Problem—cannot be solved for all possible inputs. By testing sample programs, we saw how it's possible to determine if a specific program will stop or run forever, but no algorithm can do this for every possible case. This showed us that while computers are powerful, there are limits to what they can solve, and not everything can be answered with code.

I was tasked with researching and applying my findings in an online simulation in my group. I was also tasked with creating the process and the final result.

My code is a simple guessing game where the player tries to guess the name of a U.S. state. The code randomly picks one state from a list of all 50 states. The player has 5 chances to guess the correct state. After each wrong guess, the game gives a clue to help the player. If the player doesn't guess it in time, the game reveals the correct answer.

My code creates an interactive story using images and text to show a series of scenes. Each scene is drawn when the user clicks on the screen, progressing the story one step at a time. The story follows Bianca playing guitar, her sister Kehlani asking her to turn it down, and a conflict that ends with the guitar breaking. Kehlani eventually feels bad and replaces the guitar with a new one. The images and text work together to bring the story to life visually and narratively.

I had complete the lab activities found under the Intro to Programming section. I had to submit a Google Docs listing the labs that were completed, the link to the project, and what was learned or reviewed by completing it.

My code is a number guessing game where the computer randomly selects a number between 1 and 100. The player is asked to guess the number through user input. After each incorrect guess, the game tells the player whether the correct number is higher or lower. This continues until the player guesses the correct number. Once the right number is guessed, the game shows how many tries it took. I also had to answer questions about my code linked here.

In this assignment, I learned how to use if and if/else statements in Karel programming. I had to understand the difference between just checking a condition and choosing between two actions based on that condition. I looked at examples where using `if` by itself could lead to both actions happening, even when only one should. I practiced picking the right conditional structure for different situations Karel might face. This helped me see why using `if/else` can make programs behave more accurately when there are only two possible outcomes.

In this assignment, I learned how to use while loops with Karel to repeat actions. The task was to make Karel move through a tunnel and leave a trail of tennis balls using `move()` and `put_ball()` commands. First, I wrote out each command, then identified the repeated pattern. After that, I replaced the repeated code with a `while` loop to simplify the program. This showed me how loops make my code shorter, and easier to read.

For this activity, I was tasked with adding comments to my code in CodeHS. The goal was to help the viewer understand what each part of the code is doing by providing clear explanations. I went through my code and added comments that describe the purpose of different commands, functions, and sections of the program. By doing this, I made it easier for others to follow along and get a better understanding of the logic and flow of the code, even if they're not familiar with the specific details.

In this activity, I found the commands Karel kept repeating to climb the stairs. I then put those commands inside a for loop to repeat them automatically. This made the code shorter and easier to read. Using loops saves time and makes the program simpler, especially if there are lots of steps.

In this lesson, I learned how to write programs using  SuperKarel  instead of regular Karel. SuperKarel gives more advanced commands like `turn_right()` and `turn_around()` that make coding easier and faster. I had to read the documentation to understand how these new commands work, just like reading an API in real-world programming. This helped me see how powerful tools and clear instructions can make code more efficient.

I had to go to the sandbox in Code HS and create a version of Python SuperKarel that utilizes all that I have learned up to this point.

In this activity, I learned how to create and name functions in Karel based on what the function does. I looked at short pieces of code and chose the most appropriate function name from a list of options. The goal was to make sure the function names clearly described their purpose, so others could understand the code easily. This helped me practice writing readable and organized programs using functions.

In this activity, I practiced decomposition by breaking down the task of making a peanut butter and jelly sandwich into small, clear steps. The goal was to imagine giving instructions to a computer that could only understand very basic commands. I had to think carefully about each action, like opening jars or using a knife, and write out the steps in a logical order. This helped me understand how to simplify complex tasks into smaller, manageable parts in programming.

For this activity, I had to create a multi-modal project that represents who I am. I picked a main theme about myself and chose visual art to represent myself.]