Trimester 2 Project
Learning Objectives:
- To re-apply all the skills you have learned in the last 2 semesters into a single project
Due Date: March 10th
Objective
Your objective is to design a keypad combination lock. I would suggest the following checkpoints for your keypad combination lock then proceed to additiona work upon completion of the combination lock.
Checkpoint 1: Complete the basic layout of a keypad combination lock, you can photoshop your own or find one on the internet. You could even design it with the basic geometric shapes like rect and ellipse.
| Rubric for checkpoint 1 | |
|---|---|
| Student has designed or found a keypad combination with the numbers 0 - 9 | 1 mark |
Checkpoint 2: Now that you have a basic layout for the coordinates of where the buttons are try and acculumate all the values together. HINT: treat the numbers as strings and concatenate them together. You will need to design an accumulator variable to do this.
| Rubric for checkpoint 2 | |
|---|---|
| Every click on each button will add that value onto an accumulator | 2 marks |
| Accumulator variable works properly | 2 marks |
Checkpoint 3: Now that you have acculumated a bunch of numerical values into an accumulator variable it makes it easy to evaluate the key. Design a Submit/Enter button along with a Backspace and clear/reset button.
Submit/Enter: pressing on this button will cause the computer to process the validity of your password. It should also clear the accumulator variable once the password has been verified. Show an appropriate message for successful or failed verification.
Backspace: pressing on this button will clear the previous numerical entry
Clear/reset: pressing on this button will clear all entries
| Rubric for checkpoint 3 | |
|---|---|
| Submit/Enter button properly evaluates the password | 1 mark |
| Incorrect password after submit button will show fail message | 1 mark |
| Correct password after submit button will show success message | 1 mark |
| Properly working backspace button as described above | 1 mark |
| Properly working clear/reset button as described above | 1 mark |
| Additional Rubric on Programming Standards | Below (1) | Standard (3) | Excellence (5) |
|---|---|---|---|
| Comments and understanding of computer code and concepts (3C) | Students write computer code but leave no comments or that the comments do not match with the code showing that they have a basic ability modify pre-existing code but lack the deeper understanding of what it really does. | Student demonstrates a moderate understanding of what their computer code does. The comments describe the code but are vague in explaining things like the workings of variables and conditional logic. | Student demonstrates a high understanding of their computer code by writing clear and concise comments describing what the code does especially in how variables and conditional logic work. |
| Reflection and perserverance to solve problems (1a) | Students give up easily in solving their own problems and easily get off task. | Student demonstrates perserverance BUT may lack the abilities to find their problems and require guidance. Students may also persist with the same mistakes indicating a lack of reflection. | Student demonstrates perserverance AND the ability to find their problems with minimal guidance. Students are beginning to demonstrate logical links and thinking processes. |
| Seeking feedback to improve practice and demonstrate learning in a variety of ways (1C) | Student may be off task during lesson time and does not spend time outside of class to do their best. It is clear that the student lacks the motivation to even complete their work and requires the teacher to push them in completion of their project. | Student is on task during most lesson times and may have spent small amounts of time outside of class (usually in the last few days) to do their best. It is clear that the student once completed their task does not look for ways to improve their computer code operation. | Student is on task during all lessons and spends additional time outside of class (usually well ahead of the deadline of the project) to complete project to the best of their abilities. It is also clear that the student is continuously striving to challenge themsevles and always looking for ways to imrpove their coding. |
| Design Test and refine prototypes as part of a cyclical design (4C) | Student only completes the basic code and design one additional idea but unable to bring it into a prototype reality. | Upon completion of the basic code, student looks for ways to enhance their product to fit with their escape room theme as is suggested below. Students may be able to design one additional idea program one additional prototype. | Upon completion of the basic code, student looks for ways to enhance their product to fit with their escape room theme as is suggested below. Student not only designs more than one additional idea but will carry out and program all these additional prototypes as well. |
Additional Work
Design your keypad combination to be different than a traditional lock. For example you may try to make a "rotational" combination lock. You could design a multi-binary lock.