Trimester 3 Project
Learning Objectives:
- To re-apply all the skills you have learned in the last 2 semesters into a single project
- To collaborate with students from CTD
- To explore your creativity and see what you can come up with!
Due Date: End of Trimester 3, before final exams
Objective
Your objective is to design an escape room and program the puzzles. Your escape room should have:
- 3 puzzles progressing from easy, medium, hard
- Easy puzzles should require fewer steps OR are the riddles to the solutions are more easy to solve
- Medium and hard puzzles should either require more steps to solve the puzzle or the riddles are more difficult to solve OR both!
You should demonstrate some or all of the following programming abilities
- Modifying different canvases to control different rooms and view points
- moving objects off a canvas and into an inventory.
- moving objects in the right order into an inventory space.
- opening and closing an inventory space
- Manipulating objects to only appear on specific canvses
- the ability to click on objects and manipulate they such as picking up a key in your inventory and using it to open a door.
- clicking through a numerical or other types of combination locks to solve a problem
- rotate and move objects around the screen as a means to solve a puzzle or move a hint around
- dynamically resize objects
- play different music and sound effects based on changes in your program.
Rubric
| Programming Rubric | Below (1) | Standard (3) | Excellence (5) |
|---|---|---|---|
| Apply existing knowledge to generate new ideas, products or processes | Students use pre-exisitng knowledge in the same way and don't generate new ideas for their product. | Students use their pre-existing programming knowledge in similar but different ways. The idea is still based on what we have done in class | Students use their pre-existing programming knowledge in new and innovative ways. The idea needs to be new and something we have not programmed in class already. |
| Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. | Students fail to communicate and collaborate with teammates to publish a working project online. Students show a disconnect and rarely communicates with their teammates unless directed by the teacher to do so. Much guidance from the teacher is needed to get the teams to work together. | Communicate and collaborate with teammates to publish a working project online. Students show a moderate attitude in communicating and collaborating with their teammates. Student generally exhibits a positive attitude and expectations of their teammates and communicates with some level of frustration. | Communicate and collaborate with teammates to publish a working project online. Students show a strong attitude in communicating and collaborating with their teammates. Students exhibit a positive attitude and expectations of their teammates and communicate clearly and concisely. |
| Carefully planned strategy to implement their project | Student struggles to plan and strategize time and work in their project and require careful guidance from the teacher on what to do. Students are often off-task. | Student has a plan an strategy but does it is ineffective in carrying out the project. Students are not agile in the mind and easily become blocked or stuck on their plan usually leading to students being off-task. | Student has a well planned strategy that maximizes their use of time in the creation of their projects. |
| Toubleshoot Systems and applications | Student demonstrates poor abilities in trouble shooting their programming code. The code is based on things we have already done but yet the student still struggles | Students demonstrates good abilities to trouble shoot programming code. However the code is based on things we have already done in class meaning the student is not really troubleshooting anything new. | Student demonstrates excellent ability to trouble shoot his program including the ability to troubleshoot difficult and challenging code including things we have never done in class. |
| 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. |
| 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. |