programming

database

Overview

We will be making simple two player games using JavaScript and P5.js

Overview

We will be using Google's firebase (a cloud based database) to store the player's details / scores and for communication of moves between the players. 

Prerequisites

It is assumed you have learnt the basics of:

• JavaScript in 11DTEC

• drawing on a canvas using P5.js in 12COMP

 If you need to learn/relearn JavaScript basics, look at the:

• 11DTEC programming web page   or

• NETNINJA JavaScript for beginners course

If you need to learn/relearn drawing using P5.js, you can undertake the first block of the 13COMP P5 mini skills

If you need to learn/relearn multi page interfaces, look at the 13COMP W3.CSS web page.

Prerequisites

It is assumed you have learnt:

• the basics of accessing firebase using JavaScript which you learnt in 12COMP

If you need to learn/relearn firebase basics, look at the 12COMP firebase web page

Step up from NCEA Level 2

NCEA Level 3 requires you to use at least TWO "complex programming techniques". For this course they will be:

• "programming or writing code for a Graphical User Interface (GUI)"

• "reading from/writing to persistent storage" or read/write to a database

Step up from NCEA Level 2

NCEA Level 3 requires:

• addressing  the relevant implications, ie: your project needs to be developed with the relevant implications in mind.

• a more complex database structure

• applying appropriate data access permissions.

• the use of efficient tools and techniques in the outcomes production. 

How will you learn?

We will be learning in easy steps through completing various skills tasks .

Not only will you be learning skills, you will be re-using a lot of the task's code in your programming assessment.

How will you learn?

We will be learning in easy steps through completing firebase  skills tasks.

In learning the firebase skills you will be create code snippets which you can reuse in your database assessment.

From TKI

This achievement standard involves using complex programming techniques to develop a computer program.

The assessment activity requires students to create a computer program that in most cases will includes a graphical user interface (GUI) and use classes. Examples might include an GUI ordering system for a take-away restaurant or an interactive quiz program to assist students to study topic knowledge.

The step up from Level 2 is the requirement for students to use complex programming techniques which are clearly specified in the achievement standard. Students need to ensure they document their code with organised comments. 

Any programming language that allows students to demonstrate at least two of the above examples is acceptable. Commonly students would use languages like Python, C#, Javascript, Visual Basic, Java or other similar object-oriented language that allows student’s programs to include:

• variables storing at least two types of data (e.g. numeric, text, Boolean)

• sequence, selection and iteration control structures

• input from a user, sensor(s), or another external source(s)

• output of some description.

In creating a complex program, students should be able to show evidence of at least TWO complex programming techniques. Examples of complex programming techniques include writing code that:

• creates a graphical user interface (GUI)

• reads from, or writes to, files or other persistent storage

• defines class(es) and creates objects

• defines and uses custom data type(s)

• uses complex data structures (e.g. stacks, queues, trees).

Programming code should be set out clearly and students should document the program with appropriate variable/module names and organised code comments that describe code function and behaviour. Students should use appropriate variable/module names and follow conventions for the chosen programming language.

Testing and debugging of the program throughout development is essential and students should ensure they have evidence of this. This could possibly be shown through a separate testing document, through versioning or version control software, or through screencasts.

The structure of the program is also important and will, in most cases, reflect good planning. Program planning is not directly assessed but should be taught and undertaken by students to ensure their program is, as far as possible:

• a well-structured, logical response to the task

• flexible and robust.

Evidence could include:

• full documented code

• versions of the project as it was developed

• annotated screenshots or screencast detailing testing procedures

• annotated screenshots or screencasts demonstrating the programs function

• documented testing procedures.

From TKI

This achievement standard involves using complex techniques to develop a database.

This assessment task requires students to use complex techniques to develop a relational database to maintain a list of items, events, tasks for a specific purpose and end-user. For example, the student could create a database for the school notices, canteen orders, sports events for each term, a personal and/or academic goal tracking system, a cataloging (booking) system for the school tablets/laptops. This includes logically designing the structure of the database, as well as organising and querying the data logically. The student must also present the data effectively for the purpose and end-users of the database.

The step up from Level 2 is the requirement for students to use complex techniques which are clearly specified in the achievement standard, the use of efficient tools and techniques in the outcomes production.

Students are required to collect evidence as they develop their database outcome.

• early in development:

  • a sketch of the proposed database structure including field names, primary key and data types/length

  • identification of data duplication within a table and creation of a second related table

  • later in development:

    • screen captures of working database table (structure).

    • testing queries to confirm records are as expected

    • towards the end of development:

    • screen captures, or other methods show that

• code to evidence connection and querying of data

• Iteration over an associative array

• Output and styling of output

• evidence such as video or screen captures to show trialing of user selections and resulting output.