Scratching the surface
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This document introduces Scratch, a programming environment for creating computer programs and interactive stories. It outlines four lesson objectives: identifying the major parts of the Scratch environment; understanding how sprites and blocks work; understanding the concept of a computer program; and working with simple animation and sound. The document guides the reader through creating their first program involving a cat walking on a stage using sprites, costumes, scripts, and blocks. It also discusses parallel processing and tasks the reader with creating a dancing sprite program.
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In the beginningAfter playing some songs and playing a cu.docx
In the beginning:
After playing some songs and playing a current song:
2 Objectives
• Design and implement a Graphical User Interface (GUI) program in Java.
• Design a good user interface.
2
• Use several classes from the AWT and Swing graphics packages.
• Manage a grid of buttons using a 2-dimensional array.
• Re-use classes that you implemented previously in a new context.
• Apply the basics of event-driven programming using events and listeners.
3 Getting Started
3.1 Design
Before you start writing any of the code, read through the specifications and draw a rough
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• Label the various components in your design with the corresponding Java classes (e.g.
JLabel, JList, JButton, etc.).
• Group your sketch into logical sections that will be implemented in the same Java
container (e.g. all of the song control buttons will go in a sub-panel). Make notes on
your diagram about the LayoutManager and Border style (if any) you will use for each
container
3.2 Project Setup
1. Create a new Eclipse project for this assignment.
3
2. The easiest way to import all the files into your project is to download and unzip
the starter files directly into your project workspace directory. The starter files are
available on Blackboard.
3. After you unzip the files into your workspace directory outside of Eclipse, go back to
Eclipse and refresh your project. You should have the following files (if your setup
looks di↵erent than what is shown below, you will want to fix it now before you get
too far):
Name Type Description
MyTunesGUI-
Executable
To see the sample GUI in action, you can run
Sample.jar the jar from the command-line using java -jar
MyTunesGUI-Sample.jar
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and launches it.
MyTunesPlayList
Interface
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class to manage the songs.
images/*.gif Directory Contains icons (in case you don’t want to find your
own) downloaded from http://www.iconsdb.
com.
sounds/*.wav Directory Contains cheesy sound clips (the same as in P3).
playlist.txt Plain text Playlist import file - contains more songs than P3.
4. Import your Song.java and PlayList.java classes from P3 into your project.
Note: If you didn’t get these working, now is the time to get them working. Don’t
be afraid to ask for help.
5. Create MyTunesGUIPanel.java (the core panel class) in your project.
6. At this point, your Eclipse project should have the following layout. We will walk you
through the steps to fix the errors in Step 0 of the Specification.
4
http://www.iconsdb.com
http://www.iconsdb.com
3.3 Implementation and Testing
The details of the following items are outlined in the Specification sections below. This
section is intended to give you an o.
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In the beginningAfter playing some songs and playing a cu.docx
In the beginning:
After playing some songs and playing a current song:
2 Objectives
• Design and implement a Graphical User Interface (GUI) program in Java.
• Design a good user interface.
2
• Use several classes from the AWT and Swing graphics packages.
• Manage a grid of buttons using a 2-dimensional array.
• Re-use classes that you implemented previously in a new context.
• Apply the basics of event-driven programming using events and listeners.
3 Getting Started
3.1 Design
Before you start writing any of the code, read through the specifications and draw a rough
sketch of your GUI. We will be collecting this 1.5 weeks before your project is due to make
sure you are on track, which this Wednesday July 26th.
• Label the various components in your design with the corresponding Java classes (e.g.
JLabel, JList, JButton, etc.).
• Group your sketch into logical sections that will be implemented in the same Java
container (e.g. all of the song control buttons will go in a sub-panel). Make notes on
your diagram about the LayoutManager and Border style (if any) you will use for each
container
3.2 Project Setup
1. Create a new Eclipse project for this assignment.
3
2. The easiest way to import all the files into your project is to download and unzip
the starter files directly into your project workspace directory. The starter files are
available on Blackboard.
3. After you unzip the files into your workspace directory outside of Eclipse, go back to
Eclipse and refresh your project. You should have the following files (if your setup
looks di↵erent than what is shown below, you will want to fix it now before you get
too far):
Name Type Description
MyTunesGUI-
Executable
To see the sample GUI in action, you can run
Sample.jar the jar from the command-line using java -jar
MyTunesGUI-Sample.jar
MyTunesGUI.java Class The main driver class. Adds your panel to a frame
and launches it.
MyTunesPlayList
Interface
The interface providing method headers for all
Interface.java the new methods you will need in your PlayList
class to manage the songs.
images/*.gif Directory Contains icons (in case you don’t want to find your
own) downloaded from http://www.iconsdb.
com.
sounds/*.wav Directory Contains cheesy sound clips (the same as in P3).
playlist.txt Plain text Playlist import file - contains more songs than P3.
4. Import your Song.java and PlayList.java classes from P3 into your project.
Note: If you didn’t get these working, now is the time to get them working. Don’t
be afraid to ask for help.
5. Create MyTunesGUIPanel.java (the core panel class) in your project.
6. At this point, your Eclipse project should have the following layout. We will walk you
through the steps to fix the errors in Step 0 of the Specification.
4
http://www.iconsdb.com
http://www.iconsdb.com
3.3 Implementation and Testing
The details of the following items are outlined in the Specification sections below. This
section is intended to give you an o.
Similar to Scratching the surface (20)
Scratch for kids syllabus for 5 hours by bibek pandit
Scratch for kids syllabus for 5 hours by bibek pandit
In the beginningAfter playing some songs and playing a cu.docx
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This document provides instructions for students to complete a 50 question IT and computing literacy assessment. It notes that the assessment will take 50 minutes to complete, students will receive their score immediately upon finishing, and their teacher will collect their score. Upon completion, students are asked to discuss the assessment with an elbow partner.
Forest archery game
This document provides instructions for creating a forest archery game in Scratch. It explains how to code the target to move to random screen positions using x and y coordinates. It also explains how to code the sight to move with the mouse and detect collisions with the target. When the target is hit, the score increases and a sound effect plays. Later tasks add misses decreasing the score and different point values for different target colors. Variables are used to track the score. The document provides the full algorithms and coding steps to create the game.
Scratching the surface
This document introduces Scratch, a programming environment for creating computer programs and interactive stories. It outlines four lesson objectives: identifying the major parts of the Scratch environment; understanding how sprites and blocks work; understanding the concept of a computer program; and working with simple animation and sound. The document guides the reader through creating their first program involving a cat walking on a stage using sprites, costumes, scripts, and blocks. It also discusses parallel processing and tasks the reader with creating a dancing sprite program.
Creating your first web page
This document provides a lesson on creating a basic first web page using HTML. It explains what HTML is and how it structures documents using tags and elements. The lesson shows how to view the HTML code of existing websites and teaches the essentials of HTML formatting. It then guides the reader through creating their own simple web page with instructions on how to save and preview the file in a web browser. Finally, it asks the reader to make a homepage for a zoo website to practice their new skills.
Introduction
You will learn how to code a website using HTML by designing a website for a zoo called 'SafariZoo' over seven weeks and 17 tasks. The lessons include creating your first web page, formatting it, adding graphics and links. To complete level 4, you need a basic understanding of HTML and can do some tasks with help. Level 5 requires an intermediate HTML understanding and completing most tasks independently. Level 6 demonstrates an advanced HTML understanding by finishing all tasks and extras.
Desktop publishing
This document provides instructions for a lesson on desktop publishing skills using Microsoft Publisher. The lesson objectives are to understand when to use desktop publishing programs, and to learn how to create documents from blank templates and design templates while adding text, images, word art, and shapes. The document outlines starter activities, skills to be practiced in tasks, submission of completed work, and a closing plenary activity to describe the skills learned without using certain words.
Spreadsheets
This document provides instructions for a lesson on developing spreadsheet skills. The lesson objectives are to understand when to use a spreadsheet program, enter data and make calculations, create formulas, and format a spreadsheet. Students will practice putting data in cells, making calculations and formulas, using formula shortcuts, and formatting. They will complete 6 tasks within 45 minutes using files in the groupwork folder.
Internet
This document provides an overview of how the internet works through a series of lessons and activities. It explains that the internet is a network of networks that connects computers around the world using common protocols like TCP/IP and HTTP. It describes how routers guide data packets through the quickest routes and how IP addresses and domain name servers allow devices and websites to be identified and located on the internet. Students are tasked with creating diagrams to illustrate the internet, thinking like a router to determine packet routes, and tracing the path to a website to understand these concepts.
Getting technical introduction
This 6-week technical course is divided into levels and includes 23 tasks to teach students about how computers, search engines, and the Internet work. The course covers topics like binary, algorithms, the fetch-execute cycle, sounds and images, and how search engines and the Internet function through lessons aimed at demonstrating basic knowledge at level 4, describing the technical concepts using terms at level 5, and discussing and explaining the technical processes at level 6.
It and computing assessment
This document provides instructions for students to complete a 50 question IT and computing literacy assessment. It details that students will have 50 minutes to complete the online quiz-style assessment through Moodle, which will evaluate their IT skills and understanding of computers. Upon finishing, students will receive a score and certificate, and their teacher will collect their scores.
Introduction
This document outlines classroom procedures and expectations for an IT and Computing class. It details rules for starting and ending lessons, whole class learning time, independent work time, units of study, feedback, and effort grades. Students are expected to listen quietly, ask questions if needed, complete all work to the best of their ability, and save their work with sensible file names. Feedback will include a working at level, effort grade, and possibly merit points. Levels are determined by criteria and effort grades use a best fit approach. All feedback will be electronic.
Word processing 2
This document provides instructions for a word processing lesson. It outlines starter activities to create documents and folders. The lesson objectives are to understand word processing tools, format text, use tables, and add images. Skills practiced include spell checking, text aligning, adding bullets, inserting a table, and adding an image. Tasks for 45 minutes are assigned relating to files in a groupwork folder, with an extension activity optional. A plenary activity involves describing skills practiced without using certain words.
Word processing 1
This document outlines a lesson on developing word processing skills. It lists objectives of understanding when to use a word processor, changing font size and style, and copying, cutting, pasting, and rearranging text. The lesson will involve practicing entering text, changing font size and style, and copying, cutting, pasting, inserting, and deleting text through tasks that take 45 minutes to complete.
Desktop publishing
This document provides instructions for a lesson on desktop publishing skills using Microsoft Publisher. The lesson objectives are to understand when to use desktop publishing programs, and to learn how to create documents from blank templates and design templates while adding text, images, word art, and shapes. The document outlines starter activities, skills to be practiced in tasks, submission of completed work, and a closing plenary activity to describe the skills learned without using certain words.
Spreadsheets
This document provides instructions for a lesson on developing spreadsheet skills. The lesson objectives are to understand when to use a spreadsheet program, enter data and make calculations, create formulas, and format a spreadsheet. Students will practice putting data in cells, making calculations and formulas, using formula shortcuts, and formatting. They will complete 6 tasks within 45 minutes using files in the groupwork folder.
Introduction functional skills
This four-week unit aims to develop office skills through 25 tasks focused on word processing, spreadsheets, and desktop publishing. Students will either learn new skills or practice existing ones by completing assigned readings and tasks, with the goal of demonstrating basic proficiency with common programs at Level 3 or greater independence and advanced features at Level 4.
Internet
This document provides a lesson on how the internet works. It explains that the internet is a network of networks that connects computers around the world using common protocols like TCP/IP and HTTP. Students will learn about how routers guide data packets along the quickest route between networks and how IP addresses and domain name servers allow devices to communicate on the internet. The lesson includes activities for students to diagram the structure of the internet and trace the path a website request takes to reach its server.
Search engines
The document discusses search engines and how they work. It explains that search engines have three main jobs: crawling web pages to find new content, indexing keywords to categorize information, and examining their index to provide search results. The document also describes PageRank, Google's algorithm that determines a page's importance based on the number and quality of backlinks from other pages. Learners will understand search engines, check PageRanks of websites, and illustrate how the PageRank algorithm works through diagrams and annotations.
Fetch execute cycle
This document provides an overview of the fetch execute cycle and the central processing unit (CPU). It explains that the CPU is located on the motherboard and is responsible for executing programs. The CPU has a control unit that coordinates operations and an arithmetic logic unit that performs calculations. The fetch execute cycle involves four steps - fetch, decode, execute, and store. It fetches instructions from memory, decodes them, executes the requested action, and stores results.
Algorithms
This document discusses algorithms and how computers use them. It begins with an introduction to algorithms, defining them as precise step-by-step instructions to complete a task. Examples of algorithms like making tea and sorting cards are provided. Two sorting algorithms are described: simple sort and selection sort. Tasks are included to have the student write algorithms and do card sorting. The document concludes by analyzing which sorting algorithm is most efficient based on comparisons and memory usage.
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校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
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综上所述，办理塔夫斯大学毕业证Tufts学位证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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学校原件一模一样【微信：6496090 】【(McGill毕业证书)麦吉尔大学毕业证成绩单】【微信：6496090 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
一比一原版(UoL毕业证)伦敦大学毕业证如何办理
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— — — 留学归国服务中心 — — -
【主营项目】
一.伦敦大学毕业证成绩单使馆认证教育部认证成绩单等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
国外毕业证学位证成绩单办理流程：
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2开始安排制作毕业证成绩单电子图；
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4毕业证成绩单电子版您确认信息无误之后安排制作成品；
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6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
专业服务请勿犹豫联系我！本公司是留学创业和海归创业者们的桥梁。一次办理终生受用一步到位高效服务。详情请在线咨询办理,欢迎有诚意办理的客户咨询!洽谈。
招聘代理：本公司诚聘英国加拿大澳洲新西兰美国法国德国新加坡各地代理人员如果你有业余时间有兴趣就请联系我们咨询顾问：+微信:95270640山娃很高兴夏令营就设在附近一所小学山娃发现那所小学比自己的学校更大更美操场上还铺有塑胶跑道呢里面很多小朋友一班一班的快快乐乐原来城里娃都藏这儿来了怪不得平时见不到他们山娃恍然大悟起来吹拉弹唱琴棋书画山娃都不懂却什么都想学山娃怨自己太笨什么都不会斟酌再三山娃终于选定了学美术当听说每月要交元时父亲犹豫了山娃也说爸算了吧咱学校一学期才交元呢买图画书回家咱自己练父亲摸着山娃的小平头擤了擤鼻子很感动很无奈窄
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
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二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
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◇面对父母的压力，希望尽快拿到；
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◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Scratching the surface
- 2. Starter Activity: Scratch Website Explore the scratch website http://scratch.mit.edu Scratching The Surface
- 3. Scratching The Surface In this lesson you will learn about the Scratch programming environment and the basic terms used in the program. You will create your first computer program based on a cat walk scenario. Lesson Objectives Identify the major parts of the scratch environment Understand how sprites and blocks work Understand the concept of a computer program Work with simple animation and sound
- 4. Watch the Scratch Intro video, this will introduce you to Scratch and its screen layout. Scratching The Surface
- 5. A Scratch program contains sprites (characters) that “perform” on a stage. Sprites and the stage have three kinds of properties (or settings). Scripts: These are the instructions that control a sprite. Scripts are made from blocks. Costumes/Backgrounds: Costumes are “outfits” for a sprite. Backgrounds are just like costumes but for the stage. Sounds: These are sounds that sprites or the stage can use. Scratching The Surface
- 6. Task 1: Up on the Catwalk Follow the steps outlined in the Catwalk video which is in the programming in scratch folder in Groupwork to create your first computer program. Scratching The Surface If you get struck, look back at the video.
- 7. Congratulations – you have just started your journey to become a computer programmer! Scratching The Surface
- 8. Putting Things in Order •Blocks in the same script get executed (carried out) in sequence, one after the other. •Blocks in separate scripts can sometimes be executed at the same time. This is called parallel processing – having the computer do more than one thing at a time. •For example, if you have several scripts, they will all get executed together when the green flag is clicked. Scratching The Surface
- 9. Task 2: Dance Away Create a program to make a sprite dance in time to music. Watch the Dancing Queen video which is in the programming in scratch folder in Groupwork to give you some inspiration. Scratching The Surface
- 10. Plenary: Question 1 Look at the section of code below that controls a sprite. What you think the user will see when the green flag is clicked. Scratching The Surface
- 11. Plenary: Question 2 Look at the section of code below that controls a sprite. What do you think the user will see when the green flag is clicked. Scratching The Surface
- 12. Plenary: Question 3 In the stack of blocks below, how many times does the sprite move 10 steps? Scratching The Surface
- 13. Plenary: Question 4 A programmer wants the cat to dance to some music. However, the cat doesn’t start dancing until after the music has finished! Why is this? Scratching The Surface
- 14. Scratching The Surface Keywords Identify the major parts of the scratch Understand how sprites and blocks work Understand the concept of a computer program Work with simple animation and sound Objectives Sprites Blocks Costumes Processing Motion Control Coordinates Code
Editor's Notes
- The sprite appears not to move Why? The computer carried out the instructions too quickly for us to see any movement.
- The sprite didn’t move. Why? Both scripts get executed at the same time – in parallel – thereby “ cancelling each other out”.
- Eight times.
- The computer plays sound hip-hop until it is completed before going on to the next instruction. The programmer could have done one of two things: used a play sound hip-hop block had the play sound until done block as part of another when flag clicked script.