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create a scene in processing that is an imitation of real life. This could be something such as an aquarium, a starry night sky, a busy city scene with people
INSTRUCTIONS TO CANDIDATESANSWER ALL QUESTIONS
Assignment: Life imitates art/Art imitates life?
20S Computer Science
Unit 2: Stepping into the Blocks
Your task: to create a scene in processing that is an imitation of real life. This could be something such as an aquarium, a starry night sky, a busy city scene with people moving about - anything goes! Not everything about this has to be realistic - you could add some sort of bizarre feature that breaks up the monotony of the everyday scene (ie: godzilla shows up in your city scene?!?! D: )
-Include at least 4 imported images, text, and/or shapes of various colors, shapes, sizes, and transparencies
-Integrate something from a tutorial from which you have extended your learning (see the list of tutorials on the website - eg. rotation, fading objects, bouncing, making sounds)
-Include at least 4 different animations (ie. move, change colour, change size, fade in and out, appear/disappear, rotate, etc.) These animations should be different from image to image, and should reflect techniques such as change in opacity, size, randomness, color or direction as learned in class. (Note: one of these animations cannot come from what you have integrated from the tutorial you used.)
-Use conditional statements (if...else) to control your images and/or drawn shapes
-Have some sort of user interaction through:
-the keyboard
-the creation of a clickable button (clicking)
-Include commenting throughout your code, explaining each larger section of code
Hand In Information
Please add this in a text or word document in your hand in folder
(Note: list all animations to receive credit for all work done!)
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My four (or more) text, images, and/or shapes are:
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My one (or more) self-taught animation is/are (PLEASE INCLUDE LINKS):
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My four (or more) animations that were not learned from online tutorials are:
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When you press the ____ key, this happens:
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When you click the ____, this happens:
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Instructions on how to run my program:
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Level 1(0-59)Demonstrates limited ability of outcomes |
Level 2(60-69) Demonstrates some ability of outcomes |
Level 3(70-79)Demonstrates considerable ability of outcomes |
Level 4(80-89)Demonstrates proficiency of outcomes |
Level 5(90-100)Demonstrates mastery of outcomes |
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Section 1: Knowledge, Understanding and Application This section assesses how well you demonstrate all the required skills and techniques in your project. |
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Ability to show an understanding of the techniques learned in class by including them in the project, preferably in a new or interesting way. |
demonstrates limited ability to understand and apply skills in familiar ways |
demonstrates some ability to understand and apply skills in familiar ways |
demonstrates considerable ability to understand and apply skills in familiar ways |
demonstrates adequate ability to understand and apply skills in familiar ways |
throroughly demonstrates abililty to understand and apply skills in new ways |
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-Use various methods that make visuals appear on the screen (Text, shapes, images, colour, transparency) -Include at least 4 animations (move, change colour, change transparency, grow, appear/disappear) from things we learned in class, and not from online tutorials. These animations should be diverse and show a broad understanding of topics covered, and are used in ways different from tutorials. -Uses various types of data (float, boolean, PImage) and data-related methods/ keywords (mouseX/mouseY, random) to manipulate their program |
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*If a student does not understand how they applied these skills, a lower level will be given. This is dependent on teacher conferencing, incorrect commenting, or direct application of a tutorial. |
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Section 2: Problem SolvingThis section assesses how well you put all your skills together to create a well-rounded project. |
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Ability to -plan out and make adjustments to project as necessary.-combine all skills in a new and creative way -debug programs-completed a project that shows appropriate depth of logical thinking-learn from and integrate tutorials into a project |
Limited ability to: -plan out project and combine skills -think logically -learn from tutorials |
Some ability to: -plan out project and combine skills -think logically -learn from tutorials |
Considerable ability to: -plan out project and combine skills -think logically -learn from tutorials |
Shows proficiency in: -planing out project and combining skills -thinking logically -learning from tutorials |
Shows mastery in: -planing out project and combining skills -thinking logically -learning from tutorials |
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-create a scene that shows a thorough understanding of conditionals -includes keyPressed in a highly creative way -includes mouseClicked by creating one or more buttons that can be clicked -includes the creative integration of a tutorial from fun programming -completed with limited assistance -debugs program and runs as outlined |
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Section 3: CommunicationThis section assess how well you use programming standards, as well as how well you communicate with the user of your program. |
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Ability to: -create a program that is organized, interesting, and serves its outlined purpose-comment code as outlined-use proper programming standards in regards to names, punctuation |
Limited ability to -create a program that serves its outlined purpose -comment code as oulined/use proper programming standards |
Some ability to -create a program that serves its outlined purpose -comment code as oulined/use proper programming standards |
Considerable ability to -create a program that serves its outlined purpose -comment code as oulined/use proper programming standards |
Shows proficiency in: -creating a program that serves its outlined purpose -commenting code as oulined/useing proper programming standards |
Shows mastery in: -creating a program that serves its outlined purpose -commenting code as oulined/use proper programming standards |
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-create an engaging and creative scene that shows resemblance to a real life scene - use proper variable naming conventions, commenting, and indentation |
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Planning Template
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What 4 shapes or images will you include? How will you animate them? (ie. make it turn, move, dance, fly, change colour, fade in and out, etc. - These animations should be different from image to image, and should reflect techniques such as change in opacity, rotation, and bouncing as learned in class)
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What tutorial will you try to do and learn from, and how will you integrate this into your project?
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What key will the user be able to press, and what will happen when they press it?
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What will the user be able to click, and what will happen when they click it?
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Include a sketch of your scene, giving a brief description of how your images will become animated.
Attachments:
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