MAD Lesson Notes 1

Teacher Activities

First Day - semester 1 - short classes all day (Day All) - about 45 min.

- ask students - who can/wants to bring their own laptop to class?

- need to bring it every class!!!

- or get a school laptop for the duration of the semester

- all projects will be shared on Google Drive, but it'll be a hassle to download projects, if students forget their/school laptops

- Ask students to bring a binder and pencil (and iPad for taking photo) to every class - part of being prepared

- show MAD demo collage

- get students their school laptops - if asked for it

First week of school

- waiting for student enrollment to settle down (for Semester 2)

- remind students to bring a notebook and pencil, and iPad to every class - part of being prepared

If all students are present:

- Presentation - MAD Intro (in G-Drive, MAD Stage)

- Emphasize: TECH Expectations, Extra Experience

- go over CS Binder requirements

- Review of key CS concepts from Python

- e.g., variables, conditionals, loops, algorithms, Pseudo Code

- Go step-by-step through "MAD Warm-Up" preso (slides) in GD

- students can use trinket.io as guests or login, if they have an account

- Finished students:

- Do "Programming Warm-Up - Python" doc in Google Drive (GD)

Since I was in Israel 1/1/20 - 1/11/20:

- quickly review the MAD Intro Preso

- Remind students to bring laptops next class

- Then, review the Python Warm-up (specifically A, B, C - since we are going to do them in Lua too)

- any questions?

- show & tell

- show Python Warm-up exercise D (user, password, website dataset)

- Review the Lua - getting started doc

- Students do the exercises Programming Warm-Up - Lua

- use Lua repl.it (https://repl.it/languages/lua)

If strong students, and good with Python, jump into Lua, without more Programming Warm-Up doc (but just the preso):

- Finish "Programming Warm-Up - Python" doc in Google Drive (GD)

- do show & tell with student code on program 3, 4

- show my code for "program 3 - password strength" at https://trinket.io/library/trinkets/6231767b49

- If not done, Finish "Programming Warm-Up" Preso (not doc) in Google Drive (GD)

If not done already:

First "real" day of MAD course content:

- Presentation - MAD Intro (in G-Drive, MAD Stage)

- Emphasize: TECH Expectations, Extra Experience

- install the dev environment per the doc "Creating the Development Environment"

- this includes testing with print() to the console and the screen/device/simulator

Agenda:

- review student Python warm up exercises

- install and set up the Dev environment

- Lua/Corona Concepts & Principles

- do Lua Warm-Up

- share the project in the student DONE folder in their GD

- turn in the link to the DONE folder in Veracross

If strong students, we just do Python Warm-Up per the preso (not the doc):

- go over students' solutions to the Python warm-up exercises (in the preso)

then:

- install the dev environment per the doc "Creating the Development Environment"

- this includes testing with print() to the console and the screen/device/simulator

- Go over the doc "Lua and Corona Concepts and Principles"

- variables: dynamic, global, local

- types: numbers, strings

- functions, done

- if then else end

- do Lua warm-up exercises per "Programming Warm-Up - Lua" (output to the console, input - embedded in code (no user input):

- Mad Libs (variables, string concat)

- Simple Math (operators, functions, conditions)

- Password Strength (conditions, length, type)

- move the Warm-Up project to the DONE folder

- share and turn in the link in Veracross

Agenda:

- ePortfolios for projects

- show example (Whack-a-duck), fill out ePortfolio link and DONE folder link in Google Sheets

- CitN kickoff (show examples of strong How it works)

- Do project + ePortfolio: "Display Objects and Groups - lab activity"

- show an example of an ePortfolio page https://sites.google.com/site/studentmce001/home/whack-a-duck-game

- new students: setup ePortfolio on Google Sites

- per the doc "Creating an ePortfolio on Google Sites"

- Fill out the ePortfolio link + GD link (for the DONE projects folder) info on the ss "Names, ePortfolios, project links"

- Assign student pairs (or individuals, if a small class) for CitN

- fill out GLOBAL (for all classes) Google Sheet

- topics, student names, dates

- show example of Strong CitNs (How it Works)

- CitN x 1

- in prep for "Simple Counter" review "DisplayObjectsAndGroups" project

- go over code lines

- go over "Lua and Corona Concepts and Principles"

- display objects: notation, properties, functions

- follow the instructions in the doc "Display Objects and Groups - lab activity" and create an ePortfolio page for it

- Students work on "Simple Counter - lab activity" - part 1 - counting to the console

- Students work on "Simple Counter - lab activity" - part 2 - add just display.newText()

- Students work on "Simple Counter - lab activity" - part 3 - add Reset Button (widget.newButton() )

- Create ePortfolio page and submit ePortfolio link on Veracross

- Show local/global variable in project: SimpleCounter

- move the newText() object before/after function

- Students show their project: SimpleCounter

Agenda:

- Code Quality/Style - review + summarize as homework

- do/finish SimpleCounter

- go over CitN reqs doc - reminder

- show/review CitN Example 5 (DNA storage)

Code Quality and Style:

- logon to trinket.io and type "import this" to show the Zen of Python, which applies to programming in general.

- students should keep these principles in mind when coding

Homework:

Code Quality and Style:

- work on the assignment in GD: "High Quality Code"

- create an ePortfolio page and name it "High Quality Code"

- Summarize the article: Criteria for High Quality Code:

- http://www.infoworld.com/article/2902293/application-development/8-characteristics-of-good-software-code.html#slide1

In prep for SimpleTimer, need to review:

- local, global variables

- order of defining variables and functions

Lua overview in GD:

- "Lua and Corona Concepts and Principles"

in Corona -

https://docs.coronalabs.com/guide/start/introLua/index.html

- Students work on "Simple Counter - lab activity" - part 1

- Students work on "Simple Counter - lab activity" - part 2

- Create ePortfolio page and submit ePortfolio link on Veracross

- Student exercise:

- show the display/app (not code) SimpleCounter0 project in Corona

- finished students

- extra experience - add reset and start/pause buttons to SimpleTimer0 (show SimpleTimer1 - has "Reset" button)

- start homework "High Quality Code", or find and research a CitN topic

- CitN x 1 - Zack

- CitN starting this week

- if not done yet: show/review CitN Example 5 (DNA storage)

Review of last class:

- Students show & tell their SimpleCounter code

- I show code for SimpleCounter1 (with reset button)

- refer back to "High Quality Code" and emphasize:

- running, testing, readable, looking good, efficient, simple

Next/NEW project:

- a single timer for seconds, which drives the tensSeconds, minutes, tensMinutes, hours

- I show UI for SimpleTimer3 WITH a multiple increment() functions and multiple buttons

In prep for Clock project and games (Whack-a-duck) - event handling:

- I show adding a reset button to the SimpleCounter1

(students will add button to SimpleCounter1)

- emphasize

- define event handler (resetCounter() ) BEFORE use in the button definition (widget.newButton() )

- play/pause - can manipulate the timer (pause/resume) or simply change a run_flag value true/false

- Corona events and handlers

- objects

- events - like messages in Snap/Scratch

- handlers

if finished:

- students prep for clock:

- add "Reset", "Run" and "Pause" buttons to their SimpleTimer1 project

- use the timer Corona API functionality

- use widget buttons (with images)

- Show & tell - Machine Learning - the good, the bad, and the difficult:

- show Peter Norvig's machine learning examples

- photo auto-tagging mistakes

- language translation effectiveness

- CitN presentations

- Students show & tell their SimpleTimer code

- I go over my code for SimpleTimer3

- with "Reset", "Run" and "Pause" buttons

- define event handler (resetCounter() ) BEFORE use in the button definition (widget.newButton() )

- play/pause - can manipulate the timer (pause/resume) or simply change a run_flag value true/false

- Corona events and handlers

- objects

- events - like messages in Snap/Scratch

- handlers

- Student project:

- program a clock following the "Clock Project" doc (start, pause, reset, load-time)

- In prep for clock project (for time setting text field)

- show my clock1 project code

- we will replace all newButton() with newImage() and associate event handlers with the images and the newTextField()

- explain event handlers

- show example in "Lua and Corona Concepts and Principles" GD doc

- embed SimpleTimer1 and Clock project on same ePortfolio page

Lua overview:

in GD - "Lua and Corona Concepts and Principles"

in Corona - https://docs.coronalabs.com/guide/start/introLua/index.html

- Students Finish "Clock Project" project

- add "Reset", "Run", "Load", and "Pause" buttons

- Finished students do extra experience:

- add a wakeup/alarm function

- embed clock project in ePortfolio page.

- if done with the above to PotD - "Abbreviations" (a "sideline" UI design and implementation problem)

- CitN presentations

- Problem of the Day - variable scope exercise

- prep for quiz

- Ask students to Show & Tell about their clock project

- load different "boundary" times and see if time progresses correctly

- start on "Whack-a-Duck" project/game

- phase 1 - simple

- phase 2 - enhancements

- Quiz 1 - Exploring Lua

- Review quiz

- CitN presentations

- I show "Whack-A-Duck2" - with "dead duck"

- Events handling - with display images, not with widget buttons.

- explain event propagation model down the object hierarchy

- to block an event - use return(true) in the handler

- Students Start/Continue/finish "Whack-a-Duck" project/game

- phase 1 - simple

- phase 2 - enhancements

Agenda:

- Finish Whack-a-Duck

- Quiz retake 1.1

- review quiz retake

- students start/continue program "Whack-A-Duck"

- Enhancements - including "dead duck" (see "Whack-A-Duck2")

- Try Extra Experience: animation (image sheets)

- Students show their "Whack-A-Duck"

- I show "Whack-A-Duck0" - no "dead duck" (no costume switch)

- I show "Whack-A-Duck2" - with "dead duck"

- Important lessons from Whack-a-duck:

- placing objects on the display is layered:

- first objects go on lower/bottom layers

- stopping propagation of events through return

- Students create a complete ePortfolio page

- write a SOUL reflection

2/14-2/19 Break

- CitN

- Describe - physics engine - advantages

- show BouncingApple3 - friction, bounciness

- Start the Hello Physics project sequence

- show example "BouncingAppleNoPhysics"

- difference between moveApple1() and moveApple2()

- toggle bounceFlag = true/false

classwork - students make the apple bounce without physics

- basically students create moveApple()

do instead of 9/20 above (skipping non-physics engine implementation)

- students go over their apple bounce without physics exercise

- I go over code "BouncingAppleWithPhysics"

- classwork - students make the apple bounce WITH physics

- compare code length/complexity example

"BouncingAppleWithPhysics"

- with engine (friction, bounce, gravity)

classwork - students to make the apple (or something else) bounce

- CitN presentation x 1

- in prep for the Hello Physics projects (Apple Drop, Apple Harvest)

- show AppleDrop project

- review portions of the code

- display.newImage() for apple, tree, Newton, grass, basket

- basket has sides (polygons)

- show physics.setDrawMode("hybrid") for displaying object boundaries for physics engine

- Students do "Hello Physics - AppleDrop" project

- show code/example in "PhysicsCollisions" project, for

- multi-body objects

- planning for scaling/zooming

- students continue/finish AppleDrop project (defined in the Hello Physics doc)

- Students Show & Tell AppleDrop project

- CitN - I show example - Bitcoin Bitchain simulation

- http://www.bloomberg.com/graphics/2014-interactive-bitcoin-miner/

and my process description at https://docs.google.com/document/d/1AsaNjqy4iLmkFy12DuPq3U5ZIoDQmSk1PJsVohbSSdM/edit#

- Students finish and Show & Tell

- Hello Physics projects (AppleDrop)

- In prep for AppleHarvest

- Go over the doc "Hello Physics" project description and "collision detection" section (bottom of doc)

- collision detection for Score variable

- runtime events, local collision detection, basket speed control

- show code for AppleHarvest project

- review portions of the code

- Students do AppleHarvest

- CitN presentation

- Neil to present

- Continue/finish with AppleHarvest

- I go over the doc "Hello Physics" AppleHarvest project description

- runtime events, basket speed control

- Show & Tell AppleHarvest

- emphasize:

- adding custom fields/properties (to basket and apple)

- smooth moves with arrows + acceleration (if wanted)

- collision detection/handling

if done - do PotD

- #2 (Lua UI)

- #3: Exploring prime numbers

- or #4: "rövarspråket" translation - #7: "fairness of random" (in prep for "The Hand of Chance")

- Sem 1. 10/9 - Yom Kippur

- Show & Tell - Apple Drop and Apple Harvest

- introduce tables

- Motivation: Students do "The Hand of CHANCE" project

- clip of Stanford's "Monument to Change as it Changes" https://www.youtube.com/watch?v=BHf2sezptLU

- photos/static pics:reminds “Monuments to change as it changes”

- Motivation: show the next project to use Runtime events and tables/strings:

- MagicHandOfChance4

- mention FYI/reference: the Tables section in the GD "Lua and Corona Concepts and Principles"

- show & review the string/table section of "Lua Data Structures - Tables" GD doc

- students do the "Introduction to Lua tables and strings" lab activity in GD

- Homework: Finish the "Introduction to Lua tables and strings" lab activities in GD

- if done: Exercise tables and strings:

- PotD

- #4: "rövarspråket" translation - #7: "fairness of random" (in prep for "The Hand of Chance")

- same colors (lists/tables)

- CitN presentations

- Lua tables

- Students show & tell "Introduction to Lua tables and strings" lab activity

- I give another example for tables:

e.g. "IntroToTables" Corona project - organizing a class of students/teachers with their info

- show the next project to use Runtime events and tables/strings:

- MagicHandOfChance3 - phase 1 of project (static = doesn't show the text scrolling/changing)

- MagicHandOfChance4 - phase 2 of project (dynamic = shows the text scrolling/changing)

- Students start "The Hand of CHANCE" project

- DO the phase 1 first, then go to phase 2 - don't skip phase 1

- Continue

- MagicHandOfChance

- DO the phase 1 first, then go to phase 2 - don't skip phase 1

- do PotD

- same birthdays

- Students finish "The Hand of CHANCE" project

- attempt COLORED letters

- if finished:

- PotD - fairness of random (test randomization quality)

- PotD - Exploring prime numbers - at least twins and triplets

- CitN presentations

- Students show & tell if done: "The Hand of CHANCE" project

- good style - Functional Decomposition - break down into functions

- students do or show & tell:

- PotD - practicing tables and strings:

- practice tables: same birthdays

- show https://en.wikipedia.org/wiki/Birthday_problem

- practice strings: Pangram

- rövarspråket (translation program - in Corona) - Exploring prime numbers - at least twins and triplets

10/16 - 3 students are missing class, going to "iFly"

Do Memory Game just with Game Template - not without and then with a template:

- I show my "MemoryGame" on my iPad

- and/or show MemoryGame5 in the Corona simulator

- show navigation/file scheme of the Corona basic game template

- I explain how to add code to the Corona Game template

- Students work on "Using Project Development Templates"

- using the "simplified" one

- Skips this, and go directly to working with the template

- start students working on the code design and data structures, without the game template

- work through the GD doc "MemoryGame" project

- phase 1 only

- short schedule

- 10/22 - CitN presentation (Neil catch up)

if doing the game template for the memory game:

- continue with Corona Basic Game Template

- cover the create() and show() in the template - explained in the Corona Composer doc

- Students work on the "MemoryGame" project

- per the steps in "Using Project Development Templates"

- code game.lua to work with levelselect.lua

- at the end

- embed in your ePortfolio

- write SOUL reflection

- Students work on Memory Game - using game template

if NOT doing the game template for the memory game:

- start the "21 Cards Trick - project - no template"

if NOT doing the "21 Cards Trick - project - no template" do the Mind Reader project

if NOT doing the game template for the memory game:

- continue the "21 Cards Trick - project - no template"

if NOT doing the "21 Cards Trick - project - no template" do the Mind Reader project

- I explain where code goes in the template (create(), show(), destroy()) - per the doc in Google Drive

- I show example of gameover.lua file and code going into template

- explain data transfer from file to file through the myData.lua file and variable.

- students continue Memory Game

spring recess 3/28-4/1

- CitN presentations

if NOT doing the game template for the memory game:

- continue the "21 Cards Trick - project - no template"

if NOT doing the "21 Cards Trick - project - no template" do the Mind Reader project

- refresher

- I explain where code goes in the template (create(), show(), destroy()) - per the doc in Google Drive

- I show example of gameover.lua file and code going into template

- students continue Memory Game

- students continue/finish 21 Card Trick

- students Show & Tell 21 Card Trick in class

if done with card trick:

- Do exercises in Intro to Lua tables and strings

- then do PotD:

- #4 rövarspråket (translation program - in Corona) - #8 pangram - #5 same colors - Exploring prime numbers - at least twins and triplets

- Everyone - update the ePortfolio page with links to all CitN presentations

Not done this semester with game template:

- Using the Corona game template:

- Data Structures Project - "21 Cards Magic"

- I do the physical trick with cards

- I show the app on the iPad

- we explore the algorithm

- students write down the algorithm

- 1 full deck/table, 3 piles/tables for the columns, etc.

- functions for dealing, shuffling, combining

- Students continue with "21 Cards Magic"

- new ePortfolio page

- SOUL

- show & tell on "21 Cards Magic"

- new ePortfolio page

- SOUL

Modules/Packages:

- Show and review doc "Packages - creation and usage"

- Show starting project "DeckOfCards" module/package

- students finish programming and testing project "DeckOfCards" module/package

- the doc is "Packages - creation and usage"

- use assert() and pcall()

- Students show & tell - "DeckOfCards" module/package

- in prep for Fractals and AI/Machine Learning

- do create functions to abstract the algorithms and create

more readable code:

- do PotD

- "exploring prime numbers"

- Quiz 2 - Data Structures (tables and strings)

- review quiz

Fractals motivation:

- Koch Fractal odyssey: https://youtu.be/C4UK1hCnCEI?t=218

- show Mandelbrot odyssey - https://www.youtube.com/watch?v=PD2XgQOyCCk

- To motivate - where we are going - I show FractalCurves2 project

- in prep for Fractals and AI/Machine Learning

- do "Recursion Warmup" in GD

- examples at: http://www.cs.cornell.edu/courses/cs211/2006fa/Sections/S2/recursion.txt

- Lua Quiz 2 retake - Data structures

- Review quiz

- CitN

- Finish all "Recursion Warmup" in GD

- Show & Tell

- I go over GD doc Computer Generated Art

- fractals - recursion - Classic + Square Koch, Sierpinski

- without UI elements: stepper, buttons, label

- Students do Computer Generated Art

- fractals - recursion - Classic + Square Koch, Fractal Sierpinski

- Students do Computer Generated Art

- fractals - recursion - Classic + Square Koch, Fractal Sierpinski

- Students do Computer Generated Art

- fractals - recursion - Classic + Square Koch, Fractal Sierpinski

- extra experience: add randomization, add 1-2 new fractals (from the links in the doc)

Sem. 1 - Thanksgiving Break

- Students start Computer Generated Art

- fractals - recursion - Classic + Square Koch, Fractal Sierpinski

- with UI elements: stepper, buttons, label

- add lines to a group and remove/create it every time

- show and tell - Fractal Curves (Computer Generated Art)

- Students finish Computer Generated Art

- fractals - recursion - Classic + Square Koch, Fractal Sierpinski

- with UI elements: stepper, buttons, label

- add lines to a group and remove/create it every time

- 11/30 - CitN x 2

??? Fri - Seniors Ditch Day - missing students

- PotD

- Pangram

- Same Colors

- Pal Primes

- Show & Tell Computer Generated Art

- fractals - recursion

- I Show L-Systems in the Java Applet - FractalGrower.jar

- start L-Systems (Lindenmayer) - Computer Generated Art

- L-Systems (Lindenmayer)

- Dragon, Classic Sierpinski, + all the fractals

- ex. - fractals - Mandelbrot

- describe Final Test

- my CitN - Presentation in Google Drive: "Need We Fear Artificial Intelligence?"

- I show HAL9000 + Google/Boston Dynamics robots clips (embedded in doc)

- Continue L-Systems

- dealing with [ ] in rules (LIFO for x, y, heading)

- adding UI steppers for generation and shape selection

Thanksgiving Recess - semester 1

- Students Fill out Anonymous CS Survey

- Finish up L-Systems

- dealing with [ ] in rules (LIFO for x, y, heading)

- adding UI steppers for generation and shape selection

- do PotD:

- Pangram

- Fairness of Random

- Look-and-Say

- in prep for the Final Test

- do PotD

- primes

- same colors

- anagram

- show & tell L-Systems

- start public key encryption project

- follow the GD doc "Public Key Encryption/Decryption Project"

- write a decryption for it

- read encrypted data from a website and decrypt it

- decrypt a secret message from me

- follow the GD doc "Public Key Encryption/Decryption keys and messages"

- get bonus points if correct

Finish public key encryption - show & tell

- Students Fill out Anonymous CS Survey

Continue with public key encryption

Finish public key encryption - show & tell

if done:

- do the 21 Card Trick project - at least the list printed to console version

- Maybe? - I show video clip "Humans need not apply" (15 min)

- https://www.youtube.com/watch?v=7Pq-S557XQU&sns=em

Creative project:

- Start on the AI/Machine Learning - the ID3 Algorithm

- decision trees - learning from data

- prediction - dealing with new data

or

- another Card Trick project

- using the DeckOfCards Module/package

- 5 piles card trick by Dr. Grimes (singingbanana on Youtube)

- Students Fill out Anonymous CS Survey

Final Test

- User Interfaces and Data Structures - non-game app

- Pangram Maker and Checker (see example/reqs in GD)

- Price Comparison app ("ComPri")

Other Options:

- AddressBook

- lists for names, addresses, phone numbers, images (faces)

- MusicLibrary

- lists for playLists, tracks, images (albums, artists, etc.)

- Shopping List, To-Do List

Object Oriented Programming

Save and retrieve app/game state/data

- Tutorial/example - single score or table/list/array module: https://coronalabs.com/blog/2013/12/10/tutorial-howtosavescores/

- json-based data - https://forums.coronalabs.com/topic/48434-saving-score-for-multiple-levels/

- Quiz - variables, custom blocks

- Retake Quiz - variables, custom blocks

Ideas for projects:

- Statistics calculator/simulator

- multiple dice experiments

- multiple coin tosses

- population, sampling, distribution

Thanksgiving Break

- Problem of the Day - prep for the test (12/18)

- count up evens from 0 to 20

- count up/down with direction parameter

- conditionals - sleep-in

- Students use each others projects (3) and provide feedback on a Google Form

- Rating (H/M/L):

- effectiveness

- clarity

- correctly working

- interesting

- Show and Tell a few - "How-to, how-does, what-is"

- Problem of the Day - prep for the test (12/18)

- Students review their How-to, What-is projects in light of the peer feedback/testing/rating

- Students start a scroller game, based on the tutorial in the Google Doc about How-to

- in the reflection - write about

- clarity, interesting, etc. - per the rating form

- Students fill out Course Survey (link is on Veracross)

- Problem of the Day - prep for the test (12/18)

Ask students to take 1 minute to fill out Advanced CS class form - if interested in taking follow-on class

- Showcase Advanced CS (next course in curriculum)

- Algorithms and recurrsion

- 21 card magic trick (real cards + Snap)

- recursive green tree (Josh Paley) + Vee

- Python course

- EarSketch - music

- http://earsketch.gatech.edu/category/unit-4

- VPython - simulations/3D on the Web - Glowscript

- http://www.glowscript.org/#/user/GlowScriptDemos/folder/Examples/

- If offered - Snap course - Showcase the follow-on course- for interested students

- Demo the 21 Card Trick program (with UI)

- Demo the codification/translation program from Snap to Javascript and Python

- Review course material - for final test

- Problem of the Day - prep for the test (12/18)

- Students review and complete their ePortfolio (part of final grade)

- all projects, SOUL reflections

- all CitN presentations

No class, but

Some students take Final Test (2 hours) - if conflicting with another test on Thursday

- Students can bring iPad, pencil/pen, paper

- I need to check

- that all students have recorded their "Analysis"/multiple choice responses in Google Form

- that all students submitted the "Programming" project through Veracross

- that I can save a copy of their shared "Programming" project as my own "remix"

Final Test - 2 hours

- Students can bring iPad, pencil/pen, paper

- I need to check

- that all students have recorded their "Analysis"/multiple choice responses in Google Form

- that all students submitted the "Programming" project through Veracross

- that I can save a copy of their shared "Programming" project as my own "remix"

Post-final - no class