| Project 1 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input </br> - [x] Program functionality</br> - [x] output</br> - [x] describes the overall purpose of the program.</br> - [x] describes what functionality of the program is demonstrated in the video.</br> - [x] describes the input and output of the program demonstrated in the video.</br> |
Program has both an input and output. It describes it's purpose as finding information about a triangle and its function as showing the triangle ratios of a triangle that has been inputed. | 1/1 | 0/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type).</br> - [x] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose.</br> - [x] identifies the name of the variable representing the list being used in this response.</br> - [x] describes what the data contained in this list is representing in the program.</br> |
Has a code segment that shows the arithmetic that calculates the triangle ratios. Shows a list. Has name of variables and describes the data in the list. | 1/1 | 1/1 |
| 3. Managing Complexity |
- [x] includes a program code segment that shows a list being used to manage complexity in the program.</br> - [] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list</br> |
Has code segment shoring the complexity but doesn't explain it. They just gave another piece of code. | 0/1 | 0/1 |
| 4. Procedural Abstraction |
- [x] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure.</br> - [x] Program code segment showing where the student-developed procedure is being called.</br> - [x] describes what the identified procedure does and how it contributes to the overall functionality of the program.</br> |
Has code segment showing the student-developed procedure and has parameter and shows where the SDP is being called. Finally describes the functionality of the program well. | 1/1 | 1/1 |
| 5. Algorithm Implementation |
- [x] sequencing</br> - [x] selection</br> - [] iteration</br> - [] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.</br> |
Has sequencing, selection but no iteration or explaination. | 0/1 | 1/1 |
| 6. Testing |
- [] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute.</br> - [x] describes the condition(s) being tested by each call to the procedure.</br> - [x] identifies the result of each call.</br> |
Doesn't have two calls to the selected procedure only has noe. It does describe the condition and identify the result however. | 0/1 | 1/1 |
| Total | 3/6 | 4/6 |
| Project 2 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output - [x] describes the overall purpose of the program. - [x] describes what functionality of the program is demonstrated in the video. - [x] describes the input and output of the program demonstrated in the video. |
Met all the criteria for this section. Has input and output and describes the function and purpose. The function is placing blocks that move and the purpose is entertainment. | 1/1 | 1/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type). - [x] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose. - [x] identifies the name of the variable representing the list being used in this response. - [x] describes what the data contained in this list is representing in the program. |
Met all the criteria for this section. Has proper code segments explaining how data is stored and remebered from the users input. The blocks moving. It does fulfill the purpose. Shoes name of variable and describes what the data is contained in. | 1/1 | 1/1 |
| 3. Managing Complexity |
- [x] includes a program code segment that shows a list being used to manage complexity in the program. - [x] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list |
Has code segment showing a list and explains how it could be different. | 1/1 | 1/1 |
| 4. Procedural Abstraction |
- [] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [] Program code segment showing where the student-developed procedure is being called. - [x] describes what the identified procedure does and how it contributes to the overall functionality of the program. |
This response describes the code segment but it never had a clear code segment depicted that showed the student developed procedure with 1+ parameter or SDP being called. | 0/1 | 1/1 |
| 5. Algorithm Implementation |
- [x] sequencing - [x] selection - [] iteration - [] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. |
Has sequencing and selection but doesn't have iteration and doesn't explain. | 0/1 | 1/1 |
| 6. Testing |
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. - [x] describes the condition(s) being tested by each call to the procedure. - x[] identifies the result of each call. |
All tests done correctly | 1/1 | 1/1 |
| Total | 4/6 | 6/6 |
Hacks
- There are a couple differences between my grading and college board. Mine seemed to be a little harder. Whenever a question asked to describe something or give a code segment. I would look at the question and not see anything. However the student cold have explained it elsewhere in their response. Also, I was also a bit confused on where sequencting, selection, and iteration were. I tried to look for it but I had to infer it from the video.
- My program will need to be very complex and able to have an important output input, function, and purpose. It can't just be a forum with information. It has to serve a purpose.
- The first CPT failed on describing the purpose. It is important on knowing the difference between function and purpose. Purpose is what the goal of the program is. Function is how the function achieves it. A goal could be entertainment and the function could be a card game of some sort. Also this same project did not explain things very well.
| Project 3 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output - [] describes the overall purpose of the program. - [] describes what functionality of the program is demonstrated in the video. - [x] describes the input and output of the program demonstrated in the video. |
Shows input, output and program functionality in the video but doesn't describe the purpose or function in depth. They say the purpose is to identify animals when that would be the function and the purpose would be entertainment or education. | 0/1 | 0/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type). - [x] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose. - [x] identifies the name of the variable representing the list being used in this response. - [x] describes what the data contained in this list is representing in the program. |
Program demonstrates all the criteria. | 1/1 | 1/1 |
| 3. Managing Complexity |
- [] includes a program code segment that shows a list being used to manage complexity in the program. - [] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list |
The code segments does not show how the program is complex. Also it doesn't describe them very well. | 0/1 | 0/1 |
| 4. Procedural Abstraction |
- [x] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [] Program code segment showing where the student-developed procedure is being called. - [] describes what the identified procedure does and how it contributes to the overall functionality of the program. |
The Program has a parameter and it affects the functionality but doesn't have a code segmnet showing this parameter or describe it. | 0/1 | 0/1 |
| 5. Algorithm Implementation |
- [x] sequencing - [x] selection - [] iteration - [] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. |
Has sequensing and selection but no clear iteration and doesn't explain it/td> | 0/1 | 0/1 | </tr>
| 6. Testing |
- [1] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. - [1] describes the condition(s) being tested by each call to the procedure. - [1] identifies the result of each call. |
All tests done correctly | 1/1 | 1/1 |
| Total | 2/6 | 1/6 |
| Project 4 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output</br> - [x] describes the overall purpose of the program. - [x] describes what functionality of the program is demonstrated in the video. - [x] describes the input and output of the program demonstrated in the video. |
Demonstrates all criteria | 1/1 | 1/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type). - [x] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose. - [x] identifies the name of the variable representing the list being used in this response. - [x] describes what the data contained in this list is representing in the program. |
Demonstrates all criteria. | 1/1 | 1/1 |
| 3. Managing Complexity |
- [x] includes a program code segment that shows a list being used to manage complexity in the program. - [] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list |
Has code segment that shows list but doesn't explain it very well. | 0/1 | 1/1 |
| 4. Procedural Abstraction |
- [x] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [x Program code segment showing where the student-developed procedure is being called. - [x] describes what the identified procedure does and how it contributes to the overall functionality of the program. |
Demonstrates all criteria. Has parameter, explains it and shows where the STP is being called. | 1/1 | 1/1 |
| 5. Algorithm Implementation |
- [x] sequencing - [x] selection - [x] iteration - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. |
Has sequencing, selection, iteration, and explains how the alogorithm implements them. | 1/1 | 1/1 |
| 6. Testing |
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. - [x] describes the condition(s) being tested by each call to the procedure. - [x] identifies the result of each call. |
All tests done correctly | 1/1 | 1/1 |
| Total | 5/6 | 6/6 |
| Project 5 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output - [x] describes the overall purpose of the program. - [x] describes what functionality of the program is demonstrated in the video. - [x] describes the input and output of the program demonstrated in the video. |
Meets all criteria. | 1/1 | 0/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type). - [x] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose. - [x] identifies the name of the variable representing the list being used in this response. - [x] describes what the data contained in this list is representing in the program. |
Meets all criteria. | 1/1 | 1/1 |
| 3. Managing Complexity |
- [] includes a program code segment that shows a list being used to manage complexity in the program. - [x] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list |
Explains the list but the list in not sufficicant. | 0/1 | 1/1 |
| 4. Procedural Abstraction |
- [] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [x] Program code segment showing where the student-developed procedure is being called. - [x] describes what the identified procedure does and how it contributes to the overall functionality of the program. |
Has code segment showing where the STP is being called and describes the procedure and the contribution the the function but doesn't have a STP with one parameter. | 0/1 | 1/1 |
| 5. Algorithm Implementation |
- [x] sequencing - [x] selection - [x] iteration - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. |
Has selection, sequencing, iteration, and goes over how each of them works. | 1/1 | 1/1 |
| 6. Testing |
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. - [x] describes the condition(s) being tested by each call to the procedure. - [x] identifies the result of each call. |
All tests done correctly. | 11 | 1/1 |
| Total | 4/6 | 5/6 |
| Project 6 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output - [x] describes the overall purpose of the program. - [x] describes what functionality of the program is demonstrated in the video. - [x] describes the input and output of the program demonstrated in the video. |
1/1 | 1/1 | |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type). - [x] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose. - [x] identifies the name of the variable representing the list being used in this response. - [] describes what the data contained in this list is representing in the program. |
0/1 | 0/1 | |
| 3. Managing Complexity |
- [] includes a program code segment that shows a list being used to manage complexity in the program. - [x] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list |
0/1 | 0/1 | |
| 4. Procedural Abstraction |
- [x] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [x] Program code segment showing where the student-developed procedure is being called. - [x] describes what the identified procedure does and how it contributes to the overall functionality of the program. |
1/1 | 1/1 | |
| 5. Algorithm Implementation |
- [x] sequencing - [x] selection - [x] iteration - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. |
1/1 | 1/1 | |
| 6. Testing |
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. - [x] describes the condition(s) being tested by each call to the procedure. - [x] identifies the result of each call. |
1/1 | 0/1 | |
| Total | 4/6 | 4/6 |
| Project 7 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output - [x] describes the overall purpose of the program. - [x] describes what functionality of the program is demonstrated in the video. - [x] describes the input and output of the program demonstrated in the video. |
Has an input as the putting in of rock, papaer or sciccors, and an output of the computer choosing an option and either tieing, winning, or losing. Also describes them. The purpose is entertainment and the function is playing rock papaer scisscors. | 1/1 | 1/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type). - [x] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose. - [x] identifies the name of the variable representing the list being used in this response. - [] describes what the data contained in this list is representing in the program. |
Has a list with rock, paper and scissors. This list is being used fulfulling the function of the game and variables have names representing their function in the program. Doesn't describe very well. | /1 | 0/1 |
| 3. Managing Complexity |
- [x] includes a program code segment that shows a list being used to manage complexity in the program. - [] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list |
Has a table that shows complexity but cannot explain exactly how complex it is. It also is a very simple design. | 1/1 | 0/1 |
| 4. Procedural Abstraction |
- [] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [] Program code segment showing where the student-developed procedure is being called. - [] describes what the identified procedure does and how it contributes to the overall functionality of the program. |
Doesn't specify where the parameter is, doesn't describe, and doesn't identify the procedure | 0/1 | 0/1 |
| 5. Algorithm Implementation |
- [x] sequencing - [x] selection - [x] iteration - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. |
Has sequencing by asking if the user if they want to play and then proceeding with the game. Has selection of rock, paper, or scissors. Iteration is made y the "do you want to play again" line of code. Doesn't explain the code however. | 0/1 | 1/1 |
| 6. Testing |
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. - [x] describes the condition(s) being tested by each call to the procedure. - [x] identifies the result of each call. |
All tests done correctly | 1/1 | 1/1 |
| Total | 2/6 | 3/6 |
| Project 8 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output - [x] describes the overall purpose of the program. - [x] describes what functionality of the program is demonstrated in the video. - [x] describes the input and output of the program demonstrated in the video. |
Has input of the words that are put in and many different outputs such as getting the correct option or not, losing a life, and winning or losing. Describes this. The functionality is playing hngman and the purpose is entertainment. | 1/1 | 1/1 |
| 2. Data Abstraction |
- [] Program code segment that shows how data has been stored in this list (or other collection type). - [] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose. - [] identifies the name of the variable representing the list being used in this response. - [x] describes what the data contained in this list is representing in the program. |
Doesn't have a clear list but meets the other criteria. Able to use the code in the program and describes. | 0/1 | 1/1 |
| 3. Managing Complexity |
- [x] includes a program code segment that shows a list being used to manage complexity in the program. - [x] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list |
Shows the complexity of hangman in code segments. Explains it well | 1/1 | 1/1 |
| 4. Procedural Abstraction |
- [x] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [x] Program code segment showing where the student-developed procedure is being called. - [x] describes what the identified procedure does and how it contributes to the overall functionality of the program. |
Has parameter and shows both calls. When they put in 1 it picks the word hello. If they type in a letter it will either be wrong or show up in the correct spot on the screen. | 1/1 | 1/1 |
| 5. Algorithm Implementation |
- [x] sequencing - [x] selection - [x] iteration - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. |
Has sequencing from the lives aspect going down after the letter typed in. Selection is shown by being able to pick between letters. Iteration shown by playing again. Explains well | 1/1 | 1/1 |
| 6. Testing |
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. - [x] describes the condition(s) being tested by each call to the procedure. - [x] identifies the result of each call. |
All tests done correctly. | 1/1 | 1/1 |
| Total | 5/6 | 6/6 |
| Project 9 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output - [x] describes the overall purpose of the program. - [x] describes what functionality of the program is demonstrated in the video. - [x] describes the input and output of the program demonstrated in the video. |
Has input of choosing the state or asking to see the flag and shows a new screen. The purpose is education. It does this by showing information about US states. | 1/1 | 1/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type). - [x] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose. - [x] identifies the name of the variable representing the list being used in this response. - [x] describes what the data contained in this list is representing in the program. |
Has list in the program of all the US states. Shows it working in drag down selection screen. Identifies variables as the different states. Explains correctly. | 1/1 | 0/1 |
| 3. Managing Complexity |
- [] includes a program code segment that shows a list being used to manage complexity in the program. - [] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list |
Does not have a list to manage complexity. It just has a bunch of "if else" statements which makes the code way too long. | 0/1 | 0/1 |
| 4. Procedural Abstraction |
- [x] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [x] Program code segment showing where the student-developed procedure is being called. - [x] describes what the identified procedure does and how it contributes to the overall functionality of the program. |
Does not have identifiable parameter and does not use it or explain it. | 0/1 | 0/1 |
| 5. Algorithm Implementation |
- [x] sequencing - [x] selection - [x] iteration - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. |
Has sequecing in the aspect of going from one page to another. Has selection by choosing different states. Has iteration by choosing different states after each other and repeating the process. | 1/1 | 0/1 |
| 6. Testing |
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. - [x] describes the condition(s) being tested by each call to the procedure. - [x] identifies the result of each call. |
All tests done correctly | 1/1 | 0/1 |
| Total | 4/6 | 1/6 |
| Project 10 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output - [x] describes the overall purpose of the program. - [x] describes what functionality of the program is demonstrated in the video. - [x] describes the input and output of the program demonstrated in the video. |
Has an input of pressing a button to send the hook down and the output of the hook being sent down and catching a fish. THe purpose is entertainment and the function is having a fishing game. Explains everything correctly. | 1/1 | 1/1 |
| 2. Data Abstraction |
- [] Program code segment that shows how data has been stored in this list (or other collection type). - [] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose. - [] identifies the name of the variable representing the list being used in this response. - [] describes what the data contained in this list is representing in the program. |
Does not have an actual list. Has complex code however it doesn't respeble a list for the funciton. | 0/1 | 1/1 |
| 3. Managing Complexity |
- [x] includes a program code segment that shows a list being used to manage complexity in the program. - [x] explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list |
Turned a very complex code into a very short amount. Was able to use a list to do this. Ecplains everything well. | 1/1 | 1/1 |
| 4. Procedural Abstraction |
- [x] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [] Program code segment showing where the student-developed procedure is being called. - [x] describes what the identified procedure does and how it contributes to the overall functionality of the program. |
Has parameter and both calls. However does not have a code segment explaining it. Only explains in words. | 0/1 | 1/1 |
| 5. Algorithm Implementation |
- [x] sequencing - [x] selection - [x] iteration - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. |
Has sequecing of playing through the game. Selection when it asks if you want hard or easy. Iteration when you play again and it eplains it all. | 1/1 | 1/1 |
| 6. Testing |
- [x] describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. - [x] describes the condition(s) being tested by each call to the procedure. - [x] identifies the result of each call. |
All tests done correctly | 1/1 | 0/1 |
| Total | /6 | 5/6 |