Embedded Files
Use this sticker as you seek understanding of the assignment or problem. Typically this will come from the community, your instructor, or your own observation. You must completely understand the objectives of the project to be successful, so this step is crucial. Develop active listening skills! Entry events for a project are usually a great place to start!
Use this sticker as you examine a problem from all angles. Ask questions, observe people, situations, and artifacts. Develop empathy for the problem that people facing the situation are experiencing. Find out what you know and what you need to know. Explore all of it!
Use this sticker as you are discussing and exploring ideas for how to solve a problem. Record these ideas quickly. Ideas may come in the form of graphic organizers, notes, drawings, outlines, or video blogs. Remember to seek feedback before progressing to the next step (then use the Evaluation/Modification sticker).
Use this sticker as you share your more formal ideas--3-d prototypes, mock-ups, drafts, skits, simulations, and storyboards. Remember to seek feedback before progressing to the next step (then use the Evaluation/Modification sticker).
Use this sticker when you are evaluating your decisions at each step in the process. When you note a user’s feedback also note what you intend to do about it going forward.
Use this sticker to explain how you are trying your prototype with real users. Try it out and note the way it performs and is understood by a real audience. Explain methodology and note observations.
My Learning Journal Entries- The most recent entry should be at the top!
Physics
Physics
ap precalculus
ap precalculus
Programming, Games, Apps & Society
Programming, Games, Apps & Society
I can...
I can...
- Demonstrate employability skills required by business and industry
- Write easy-to-read programs by using user-friendly comments and naming conventions
- Test the programs for completeness and accuracy
Project Requirements and Design
Project Requirements and Design
PGAS - 10/21/25 - Activity | In this actitvity, we can work in teams or individually to complete a creative project. Students will complete the requirements, design, implementation, and testing phases of a simple Software Development Lifecycle (SDLC).
Critical analysis of an article
Critical analysis of an article
PGAS - 10/10/25 - Activity | In this activity, we were to write a critical analysis of one of the articles listed in the sidebar on a global issue in software development. Include each of the sections below in your analysis of the article. Center the name of the article at the top of the page. Type each section heading at the
left and write the paragraph information below the heading. Single-space paragraphs, double-space between paragraphs.
Copy of [Template] ComparingSoftwareDevelopmentModelsAssignment (1).docxSoftware development models comparsion
Software development models comparsion
PGAS - 10/10/25 - Activity | In this activity, we were to, using the attached resources, complete the handout. Based on your findings, create a project outline using the chosen model that best suits your particular topic.
Bio-Surevillance simulator project
Bio-Surevillance simulator project
PGAS - 10/2/25 - Project |
The Application: A C# console program that simulates pathogen spread using user-defined data (population, spread factor, days).
The Goal: To produce a complete, professionally managed software artifact demonstrating competence in the Software Development Life Cycle.
Coffee shop
Coffee shop
PGAS - 9/25/25 - Activity |
In this activity, you are the owner of a local coffee shop, and your shop is open during some unusual hours depending on the day of the week. To help your customers determine if the shop is currently open, you will complete a program that prompts the user to enter the current day of the week and the current time of day. The program will respond with information about the daily operating hours and whether the shop is currently open.
Math Machine
Math Machine
PGAS - 9/25/25 - Activity |
In this activity, I created a C# program that demonstrates the following skills:
Convert strings to numbers
Initialize and use the number generator
Perform several class operations
Display a value in hexadecimal format
Card Dealer
Card Dealer
PGAS - 9/16/25 - Activity |
I tested this program for completeness and accuracy.
Using strings
Using strings
PGAS - 9/16/25 - Activity |
I used several methods to change the way I utilize strings
I learned how to use the Console.ReadLine to gain input data.
I can...
I can...
- Describe computer storage and data types.
- Construct and analyze algorithms and flowcharts to solve programming problems.
- Incorporate error handling into applications or modules.
- Construct and analyze code based on functional programming patterns.
Math professor
Math professor
PGAS - 9/12/25 - Activity |
I CAN do simple math operations in C#.
First, I declared 3 different variables that were different types of data.
Next, I made variables to hold the answers and created several different math operations to get specific answers.
Finally, I printed out the answers for each math operation.
Simple Math
Simple Math
PGAS - 9/11/25 - Activity |
I CAN do simple math operations in C#.
First, I declared 3 different variables that were different types of data. There were two parts to the operation, and one was an empty variable that would hold the result.
Next, I used the teo operator variables to make different math combinations and put them inside the result variable.
Finally, I printed out each answer.
Working with numbers
Working with numbers
PGAS - 9/9/25 - Activity |
I CAN use simple mathematical operations
I CAN understand and use compound assignments & shortcuts
I CAN type casting & truncation.
Earbuds constant variable
Earbuds constant variable
PGAS - 9/6/25 - Activity |
I CAN make a variable declaration so the initial value can never change.
Motto Code
Motto Code
PGAS - 9/6/25 - Activity |
I CAN write a single WriteLine statement and use escape characters to embed the double quotes in a single piece of quoted text.
Earbuds IsON, Primary, and Bluetooth Version
Earbuds IsON, Primary, and Bluetooth Version
PGAS - 9/6/25 - Activity |
I CAN declare several variables and assign them to things like numbers, letters, and true or false.
Earbuds Volume & Bluetooth version
Earbuds Volume & Bluetooth version
PGAS - 9/6/25 - Activity |
I CAN declare different types of variables and use them effectively to display outputs.
Earbuds model & version
Earbuds model & version
PGAS - 9/6/25 - Activity |
I CAN use four Write() statements to display a mixture of quoted text and variable data in the same line as follows.
Pizza Bot
Pizza Bot
PGAS - 9/4/25 - Activity |
I CAN properly implement Console.WriteLine & Console.Write methods
First, I made a class called PizzaBot and made the main method.
Next, I declared all the variables I needed for the project, and added my own numbers for all of them.
Finally, I used Console.WriteLine to write out the steps to bake a pizza using the earlier variables.
Data Types & Variables
Data Types & Variables
PGAS - 9/2/25 - Activity |
I CAN declare variables & data types
First, we typed using the system and made the class.
Then we made our main method and added for our integer variable.
Next, we printed out that variable.
Finally, we gave that variable a new value and printed the new value.
Second Code in C#
Second Code in C#
PGAS - 8/25/25 - Activity |
This is the second code I created in C#.
I implemented the use of Console.WriteLine to print out a list of items.
I still used a class and a main method to complete the activity.
My first code in C#
My first code in C#
PGAS - 8/23/25 - Activity |
This was our first original code we created in C#
To code in C#, we need to type using System, so the code knows what we are using
We then learned how to comment on our code.
Then we used a class, MyProgram, as the starter
Our main code was under static void Main
I told the code to output "Hello World?"
Maintenance
Maintenance
This maintenance doc explains all of the issues and fixes the app needs moving forward.
If the problem is big enough, the problem can get fix instantly, if not, it will get fixed in the next version change.
Testing and deployment
Testing and deployment
I conducted my own unit test on this specific block of code.
The code ran fine without any issues.
Requirement analysis
Requirement analysis
We learned that a list is required to label what your problem needs as its requirement.
Some requirements are functional, which means it needs to be apart of the code.
Some requirements are non-functional, which means it's needed for scalibility and reliablity.
Basic TIme converter Project
Basic TIme converter Project
PGAS - 8/14/25 - Project |
I can write a simple program that takes a pre-defined number of days and converts that value into the equivalent number of hours, minutes, and seconds.
The program then prints the results.
Synchronous vs. Asynchronus
Synchronous vs. Asynchronus
PGAS - 8/5/25 - Activity |
I can identify the difference between synchronous and asynchronous coding.
I know how to utilize it in my code to have two different codes run at once.
Promises
Promises
PGAS - 8/5/25 - Activity |
I can identify what a promise is.
A promise states that every function in a code should have a clear purpose, and that any unnecessary code should be commented or deleted.
Events and delegates
Events and delegates
PGAS - 8/5/25 - Activity |
I can identify events and delegates.
I can use delegates to hide pieces of code I don't need and activate events.
GArbage collection
GArbage collection
PGAS - 7/31/25 - Activity |
I can describe computer storage and data types.
I also know how a computer stores programs and instructions in computer memory.
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